Many students with autism have complex communication needs and benefit from the use of aided augmentative and alternative communication (AAC), which can include picture symbols, communication boards or books, or speech-generating devices. However, many of the challenges to high-quality AAC intervention are amplified by inadequate collaboration. Effective collaboration is critical, including between teachers and speech-language pathologists (SLPs), with students' parents and other family members, and with other related service providers or specialists. This article draws from social network theory and special education research to offer practical guidelines for special education teachers and SLPs to develop and strengthen their own professional networks and more effectively serve students with autism who have communication needs. Guidance is also offered for school and district leaders. Strong professional networks can improve communication outcomes for students with complex communication needs by fostering educators' knowledge, skills, confidence, and collective action toward effective and integrated AAC intervention.