Speech-language pathologists (SLPs) who work with deaf students find themselves in a unique situation as deaf children often use a different language than their SLP. Providing language therapy requires high levels of fluency in the language of the client (Hoskin et al., 2023). This language proficiency is necessary to implement interventions that meet the client's needs (ASHA, n.d.b.). However, few SLPs are native signers, most SLPs are not fluent in American Sign Language (ASL), and many SLPs prioritize the use of oral language over the use of signed language with deaf children (Sanzo, 2022). Additionally, to obtain an American Speech-Language-Hearing Association (ASHA) certificate of clinical competence, an individual must have sufficient speech and hearing skills. Indeed, Cripps et al. (2016) found that SLP graduate students felt unprepared to provide language therapy to deaf students in ASL due to a lack of training in their graduate programs. This insufficient training among SLPs highlights the importance of addressing the gap in education if they are to work with deaf children (Cripps, 2019). This article examines how SLPs can work to ensure their language intervention with deaf children is effective and equitable. It also recommends SLPs should work on improving their ASL, increasing their knowledge of the Deaf community and of what it means to be a member of a marginalized group in society, and expanding their cultural