Travelers with dual sensory losses present the rehabilitation professional with additional tasks and responsibilities that expand the instructional curriculum. Effective instruction in rehabilitation and orientation and mobility includes teaching strategies and tools for dealing with unfamiliar people through "communication" (conveying information) and "interaction" (knowing when and how to use specific communication techniques). Incorporated in those two skills are acknowledging the public's typical lack of awareness of the nature of deaf-blindness, understanding that the traveler knows his or her own needs better than others do, and being able to assert one's needs effectively. Although travelers who are deaf-blind present challenges because dual sensory loss may affect many interpersonal transactions, professionals can and should design instruction that addresses real-world circumstances and assist travelers in overcoming barriers found in everyday activities. In this article, the authors consider the communication and interaction of people who are deaf-blind with the public and the teaching techniques that they have found effective. The techniques they present are the results of their collective experiences with people who are deaf-blind, including several decades of instructing these travelers in community-based and residential settings. (Contains 3 figures and 1 note.)