Augmentative and alternative communication (AAC) is a methodology Speech Language Pathologists (SLPs) utilize to help facilitate functional communication for a child who is non-verbal or limited-verbal. There are often disconnects in a student's generalization of AAC usage across the school and home environment. The purpose of this case study was to explore a phenomenon that exists in which some students with autism generalize their use of AAC in both the school and at home while others only use their AAC device in the school setting. The questions for this qualitative case study focused on determining why a lack of generalization versus successful generalization occurs between the home and school environment for students with autism who use AAC as a form of communication as relayed by SLP's experiences and perspectives. Furthermore, research questions expanded to explore specifically how school-based SLPs can promote students with autism to generalize their use of AAC between the school and home setting. Data to answer these questions was gathered through six semi-structured interviews and one focus group. This study resulted in data to expand a SLP's understanding of why success in generalization or a lack of generalization occurs for students with autism who use AAC to communicate. The results and recommendations of this study hope to further build on the research on topics of family-centered practice, AAC, and Autism and help SLPs understand how to promote AAC generalization and service delivery best. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]