More than half of the students with visual impairment (VI) have an additional developmental disability (DD) in the United States. Young children with VI and DD are at risk for language delay and these children need planned learning experiences to increase their language skills. Teachers of students with VI (TVI) have received training and special certification to address the educational needs of students with VI from birth to 22 years old. Despite the importance of addressing language in the preschool years, the VI literature has little research on instruction to support the language development of young children with VI and DD. The purpose of this research was to provide an in-depth understanding of how TVIs describe their role in supporting the language development of young children with VI and DD, how they address language in their instruction, and how confident they are in their ability to impact language skills. Seven TVIs attended the interviews, filled surveys (e.g., demographics and self-efficacy) and provided examples of educational artifacts from their classrooms. Data analysis showed that although TVIs employ a variety of educational strategies supported in the DD literature, instruction was not clearly systematic, and they reported the need for additional training to enhance language development. TVIs who have a graduate level of training in early childhood development reported feeling more self-confident in their ability to influence language compared to TVIs without the advanced training in early childhood. [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.]