Professionals in the authors' setting -- The Children's Center for Communication/Beverly School for the Deaf (CCCBSD) -- embed foundational language comprehension strategies within language-rich environments. This occurs in traditional classrooms as well as in a variety of other settings, such as therapeutic services, programs in related arts (e.g., art, music, physical education) and STEAM (science, technology, engineering, the arts, math), and community-based activities. Professionals in these settings strive to make their learning environments not just language-rich but also rich in fostering the development of foundational language comprehension skills. At CCCBSD, all professionals -- including teachers, teaching assistants, related service providers/therapists, and specialists -- participated in professional development on building language comprehension across contexts. A solid foundation in language fosters the ability to understand and engage with the world. While many deaf learners acquire foundational language comprehension skills through daily interactions, this may not be true for all learners, particularly those with limited language access and those who are deafdisabled. For these students, foundational skills may need to be taught. Training educational professionals throughout the school to recognize opportunities for developing these skills promotes not just a language-rich environment but one that is language comprehension-rich.