Using the framework of conversation analysis, this paper examinesaided-speaking students’ unsolicited speech-generating device(SGD)-mediated questions in teacher-fronted classroom talk. Theanalysis draws on a corpus of 18 h of video-recorded classroominteractions including 23 aided-speaking students using SGDs orpicture-based communication boards. In all, 5% of the students’contributions were unsolicited questions, produced by three students.The students were found to orient to turn transition relevanceplaces, but due to prolonged production time their questionsrisked sequential and topical misplacement in the ongoing classroomtalk and were vulnerable to misunderstandings. To addressthis problem, students activated the synthetic voice before finalisingthe question, claiming the interactional floor while securingtime to complete their utterance. They also refrained from activatingthe synthetic voice and instead made the question visuallyavailable for the teacher to read, thereby transferring the responsibilityfor answering the question to the teacher when sequentiallyand topically relevant. The study demonstrates the complex interactionalprocess of formulating SGD-mediated questions, sometimesrequiring that the teacher, assistants, and students engagein repair work and scaffolding to establish the meaning ofa student’s utterance. The findings imply that the treatment of nonspeakingstudents’ contributions as questions requires designatedteacher work.