Young children’s communication is dependent upon caregivers’ responsiveness to their behaviors; however, little is known about the responsiveness of toddler teachers to children in their classrooms. To increase teachers’ responsiveness to children’s behavior, a peer-coaching model was implemented in three Early Head Start classrooms. The peer-coaching model was developed to (a) increase frequency of appropriate infant/toddler teacher responses to children in their classroom, (b) increase engagement of children, and (c) support early communication of infants and toddlers. This study documented toddlers’ communication with their teachers to examine trends in toddler communication and teacher responsiveness. Results of this descriptive study suggest a pattern whereby child communication acts were higher when teachers’ responsiveness was higher. (author abstract)