Problem: Upon their initial school entrance, some children remain silent and devoid of social interaction for the entire school day. A small group of children are not merely "very shy" but exhibit features of selective mutism, a pervasive social and communication disorder that is sometimes associated with anxiety. For months, these students could remain silent, also failing to eat or drink during school and may avoid requesting the restroom. Teachers face challenges, and there is often a lengthy process between referral and interventions. Method: This study summarizes the case of a 5-year-old kindergarten student who exhibited failure to speak or interact with others upon her enrollment in school. With the assistance of a speech-language pathologist, her teacher developed a picture communication board designed to aid the exchange of teacher-student communication. Results: After presentation of a picture communication board for a two-week period, the child began to respond to the teacher's questions and prompts by October. Conclusions: Professional interventions for the child were warranted, but the successful employment of the picture board was a significant step toward the teacher's productivity and efficiency. The contents of this article aid teachers in recognizing the characteristics that warrant referral and provide strategies for helping the affected student who awaits interventions.