Paraeducators often work with special education teachers and school teams to support students with disabilities who have complex communication needs (CCN), including students who use augmentative and alternative communication (AAC) such as speech-generating devices. This study involved surveying 258 paraeducators working with students with disabilities who had CCN (grades PreK-12, along with community-based transition classrooms). Social network analysis was used to examine paraeducators' professional networks and collaboration patterns, along with how paraeducator professional network size related to their self-efficacy beliefs about working with students with CCN. Findings revealed wide variability in the size and function of paraeducators' professional networks and their self-efficacy beliefs. Paraeducators generally reported few mutual collaborative relationships with other professionals, receiving support more than they gave support. Many had small networks with few trusted collaborators. Paraeducators' network size was the strongest predictor of self-efficacy beliefs, beyond their personal characteristics and whether they received AAC-related training. This study informs future research and practice by underscoring the need for paraeducators to work within well-connected teams, and by revealing ways social network analysis can be used to examine issues related to self-efficacy and collaboration.