Children who are congenitally deafblind face barriers to the development of early communication functions, including limited access to social and context cues that support the identification of functions expressed by others. This study addresses two research questions: What functions of communication will teachers express when interacting with children who are congenitally deafblind? What functions will children who are congenitally deafblind express when communicating with their teachers? These questions were part of a larger study that examined teachers' use of an intervention model based on the four aspects of communication. The study examined the communication of only two teachers and three children who congenitally are deafblind. Therefore, no generalizations about teachers or students could be drawn. It provided a highly specific approach to coding communication functions, but future studies are needed to continue the development of coding systems that account for the unique communication characteristics of children who express functions in nonverbal forms.