This article reflects on the author's experience supervising a public school program for students who are deaf or hard-of-hearing, specifically addressing national, regional, and local trends affecting it. These trends included teacher efficacy, changes in educational service delivery, advances in technology, the selection of the listening and spoken language model, the needs of university teacher education programs, and telepractice. Furthermore, the author describes how the program responded to these trends, which ultimately resulted in positive educational outcomes for the students being served.