The problem that this study addressed was the use of eye gaze technology (EGT) for nonverbal students with cortical visual impairment (CVI). There are no studies examining educators' viewpoints on the usefulness of EGT for communication and language development of nonverbal students with CVI. The purpose of this basic qualitative study was to explore what educators think about the usefulness of EGT on communication and language development for nonverbal students with CVI. The conceptual frameworks were Venkatesh unified theory of acceptance and use of technology and Dewey's pragmatism theory. The data were collected from six special education teachers and six speech therapists through semi structured, interviews. Data were hand coded to identify codes, patterns, and themes. The results of this study revealed that the participants had a positive attitude toward the use of EGT for nonverbal students with CVI because it improved the communication and language development, which, in turn, influenced students' motivation, self-efficacy, and academic performance. The participants also noted concerns with technical issues. The results of this study might affect social change for students with CVI as special education teachers and speech therapists could use EGT as an accommodation that allows the students to improve communication and develop language skills. Improved communication and language skills through the use of EGT gives students with CVI the tools that are needed to participate more fully and creates the potential for students to become full members of society. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]