This study investigates the effect of communication skills training concerning aided-speaking students’ questionsin classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students usingaugmentative and alternative communication (AAC) participated. The study was based on the ConversationAnalytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significantchange on self-efficacy but not on interactional awareness. Level of education in combination withfirsthand contact with students was significant. The correlation between self-efficacy and interactional awarenessindicated interdependency. The study highlights how AAC topics can be included in teacher education andcommunication skills training for professionals.