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This article describes efforts at the University of California, San Diego in the Education Studies Program to develop and field-test a teacher preparation program that combines best practices in bilingual education and deaf education. The training curriculum designed for this program relies on research that finds a correlation between ASL fluency and English literacy. Also discussed is a collaborative project between training faculty and K-12 partners to transition between more traditional deaf education practices and new teaching and assessment practices focused on ASL literacy development as well as development in other languages.