This article discusses technology training in the communicative disorders discipline. In particular, we share our personal experiences and points of view about the preprofessional training of speech-language pathologists and augmentative communication specialists in the Department of Communicative Disorders and Sciences at the University at Buffalo (UB). Historically, clinical progress in the communicative disorders profession, and particularly in speech-language pathology, has been driven to a great extent by advances in linguistics, psychology, education, and medicine, but to a significantly lesser extent by technological developments, as is the case with rehabilitation engineering and certain areas of occupational therapy. Table 1 presents a variety of etiologies and communication problems presented by clients who are seen by speech-language pathologists. The diversity of these communication problems presents our graduate training programs with many significant nontechnical challenges in preparing students for professionallife. Within the last decade, however, advanced technologies (e.g., microcomputers, video recording and playback technologies, acoustic assessment systems, and augmentative communication devices) have become an intrinsic part of our clinical practice due to their availability, affordability, utility, and in particular, the relatively high level of software sophistication required to address the needs of clients and clinicians. One only has to tour the manufacturers' exhibit area at the American Speech-Language and Hearing Association national convention to witness the ever-increasing technology for speech-language pathology. In preparing this article, we talked with several colleagues about the technology training needs in their various specialty areas. Their responses consistently reflected the realization that our profession must come to grips with the rather extensive technology-related preparation skills required by students. These include the skills used with the modern technologies specific to the profession and with the more generic technologies, such as computers and video recording, required for general professional use.