Children and youth are available to learn when they are ready to engage with people, absorb information, and pay attention to what is occurring around them. They are alert, attentive, and interested but not overstimulated. Optimizing availability for learning involves a systematic analysis and understanding of the internal and external factors that affect a child's biobehavioral state (e.g., asleep/awake, quiet alert/active alert, agitated). Note that availability for learning is different for every child, typically fluctuates throughout the day, and is influenced by a variety of factors. Strategies to support availability for learning are often essential for children who are deaf-blind, particularly those with additional disabilities or health challenges. Because many have limited control over their surroundings and may also have complex communication needs, they rely on others to be observant and responsive communication partners, as well as to adapt the environment and provide appropriate sensory input. This brief guide describes essential components of optimizing availability for learning for children who are deaf-blind.