There is an exponential growth in the number of schools that offer American Sign Language (ASL) for foreign language credit and the different ASL curricula that were published. This study analyzes different curricula in its assumptions regarding language, learning, and teaching of second languages. It is found that curricula vary in their assumptions, and can be classified along the three main theoretical frameworks: behaviorism, linguisticism, and communication. Strengths and weaknesses of each theoretical framework are identified in second language acquisition research. Current second language theories of language, learning, and teaching are described, and suggestions are offered for future curriculum in ASL.