The author describes the use of action plans to support 2 teachers' post-in-service implementation of communication strategies with 3 children who are deafblind. In the action plans, the teachers recorded changes in thinking and instructional practices under the 4 aspects of communication: form, function, content, and context. They also recorded their concerns about implementation and their requests for follow-up support. One teacher focused initially on forms of communication and later on context; the other teacher implemented practices across all 4 aspects, primarily because of the influence of regularly scheduled team meetings. Teachers expressed concerns through Stage 4: Consequence and Stage 5: Collaboration of S. Loucks-Horsley and S. Stiegelbauer's (1991) concerns-based adoption model. Both teachers requested videos, further discussion of in-service concepts, and on-site coaching. (Contains 1 figure and 1 note.)