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Against the backdrop of the emergence of field research methodologies in AAC, this article focuses on an intervention-research model in this discipline. It aims to clarify the principles of intervention-research (its “how?”) and its specific contributions for the creation of knowledge in AAC (its “what?”). Based on a reflective analysis of some 2,000 intervention-research studies in AAC carried out by a French research unit that has specialized in this methodology since 1974, we propose a model of intervention-research in AAC. We then apply this model to two contrasting case studies to put it to the test and identify elements that are fruitful for discussion.