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Facilitated communication involves hand-over-hand or hand-on-forearm support of students as they communicate through pointing at pictures, letters or other objects. Over time, it is expected that the hand and arm support can be faded back. This observational study describes an effort to introduce facilitated communication to 22 students, ranging in age from 3 years 10 months to 21 years, in several US public schools. The students are all labeled autistic and do not speak or speak only with echolalic phrases. The findings include observations of the students communicating with facilitation, language samples, and conversations by the students. The students reveal unexpected literacy and numeracy skills. The appearance of these abilities raises a number of questions concerning prior assumptions about autism, communication, independence and interdependence, and the education of students with and without disabilities.