This article describes the preschool program at Missouri State University where deaf and hard of hearing children with all communication modalities and all styles of personal assistive listening devices are served. The job of the early intervention providers is to model for parents what high expectations look like and how to translate those expectations into family experiences. The job of the program is to immerse deaf and hard of hearing students in expectations that they will become independent and literate from the moment they enter their classroom. The students' environment is filled with language, while simultaneously involving them in emergent literacy activities. The development of language, literacy, social, academic, speech, and auditory skills is interfaced with the development of self-advocacy and independence. Age-appropriate curricula and reading materials with adaptions for preschool are used. To accommodate the unique needs of students who are deaf or hard of hearing, multiple instructional strategies and technologies are adapted to model mainstream curricula. Modeling high expectations for parents of preschool children and helping them translate those expectations into their family experiences is provided through weekly take home DVD reading kits. The primary purpose of the reading kits is to improve the families' sign language vocabulary. Measuring and monitoring the impact of establishing high expectations is conducted through various formal and informal assessments along with a follow-up study conducted with some of our preschool graduates upon their entering elementary school. The students demonstrated overall reading levels at or above their age levels. The program at Missouri State University for deaf and hard of hearing children embraces effective instructional strategies and multi-media technology to meet the individual needs of each child and to ensure age-appropriate academic development on par with that of their hearing peers.