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The present study examined the relationships between teachers' and communication clinicians' self-reported knowledge on cochlear implants and their expectations of CIs. The authors also explored these professionals' views regarding the child's communication mode, educational setting, and social options following cochlear implantation. The participants were 47 teachers of deaf students and 35 communication clinicians. The results showed that there were no significant differences between the two groups in self-reported knowledge on CI. Both groups knew very little about mapping, costs, or insurance, and reported good knowledge about candidacy. Expectations from CIs were moderate to high, and were significantly related to respondents' knowledge and specific experience with CIs. Most professionals in both groups supported spoken-language communication, individual inclusion, and social exposure to children with normal hearing as well as to children with hearing impairments.