Storybook reading interactions are an important strategy to support and enhance the development of communication and literacy skills. In order to reap the benefits of these interactions, students must be active participants. Unfortunately, for students with special needs, more specifically those with complex communication needs, they encounter various barriers to participation. This article focuses on strategies teachers can use during storybook reading interactions to increase participation for students with disabilities. These strategies include: (a) selecting key vocabulary for students with complex communication needs, (b) responding to communication attempts, (c) following the student's lead during the interaction, (d) prompting student participation, and (e) using manipulatives or props to support students' learning.