This qualitative study examines the views of Malaysian special education teachers on implementing augmentative and alternative communication (AAC) apps to support students with complex communication needs (CCN). Semi-structured interviews with five experienced teachers highlighted three central themes: (1) a disparity in communication modes, with teachers relying on verbal communication while students use gestural/non-verbal cues, (2) limited awareness of AAC apps as tools to address the disparity in communication modes, and (3) systemic challenges, including financial constraints, insufficient parental involvement, time/space limitations, and a lack of Malay-language and curriculum-aligned AAC apps. The findings emphasise the importance of teacher training programmes, sustainable funding models, caregiver collaboration, and culturally responsive AAC apps development to promote equitable classroom interactions. While AAC apps hold promise for transforming communication practices in Malaysian special education, their successful adoption hinges on addressing institutional barriers through policy reforms and stakeholder engagement.