This contribution is a case history of professional development. It traces philosophical changes that impacted service delivery to communication disordered school-age children. The evolution from "speech therapist" to "communication instructor" has been the result of adopting an educational model vs. a medical (or clinical) model, through integrating communication instruction into the students' natural learning environment, and through collaborating with other educators. Suggestions for instructional activities that are the product of a re-definition of the SLP role are provided.
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