This article reports on our use of a "deaf lens" in adapting video-cued multivocal ethnography for the "Deaf Kindergartens in Three Countries: Japan, France, and the United States" project. Beginning with a discussion of how this "deaf lens" shaped the design of the study, research questions, and methodology, the article concludes with an example from our fieldwork illustrating the powerful potential of video-cued multivocal ethnography for illuminating the lifeworlds of children, parent, and teacher informants.