Special education teachers are tasked with meeting the unique academic, social, vocational, and communication needs of students with extensive support needs. However, studies have shown that pre-service special education teachers vary in their preparedness to address the needs of students with extensive support needs who also have complex communication needs. The purpose of this study was to explore the perspectives of faculty experts in relation to preparing special education teachers to work with this unique population of learners. Through qualitative inquiry, we interviewed nine faculty experts about the current state of their teacher preparation programs, the barriers they experience within their programs, and ideal teaching and learning conditions for their pre-service special education teachers. Our findings indicate that special education teachers may not leave their programs sufficiently prepared to support students with extensive support needs who have complex communication needs, a finding that may be attributed to the lack of quality field placements and dedicated coursework and financial restrictions at the student, college, and university levels. Faculty experts shared strategies to enhance coursework and ensure meaningful placements through partnerships.