Mary Bell has taught for 23 years in a large suburban school district near Washington, DC. As an elementary special education and Reading Recovery teacher, she cotaught reading, science, and math as part of an inclusion model. Currently, she is working as a special education instructional specialist within the Department of Curriculum and Instruction of this district. Mary used student records, videotapes, audiotapes, student work, her own reflective journal notes, and observational tallies taken by an aide to understand a puzzling silence on the part of one of her students. This study documents Mary’s inquiry into the source of her student’s silence and shows how teachers and families working together can help a silent student find his voice.