Recently, the authors' district reconfigured the program for deaf and hard of hearing students, combining the Total Communication (TC) and Listening and Spoken Language (LSL) programs for elementary students and relocating students and staff into a single school. This prompted staff to reflect on and discuss the pedagogy unique to each program. The authors analyzed approaches to language, education, and advocacy for students and families. The authors realized that while the programs reflected diverse principles and approaches, extensive commonalities exist. The primary commonality was the need for families in both programs to receive support for working with their children in language, whether the language was signed or spoken. The authors needed to help families learn how to provide and incorporate language into their daily routines, and they needed to advocate and teach families how to advocate for themselves and for their children to maximize learning for everyone.