Implemented in 1998, the original intention of the California Newborn Hearing Screening Program (NHSP) was to provide Deaf babies early language opportunities so they can be successful academically. However, 20 years after the inception of the NHSP, Deaf children continue to be the lowest-performing group of students in public schools. One reason for the low achievement of Deaf children is the NHSP's medical orientation toward Deafness, which means that they encourage families to get their Deaf baby hearing aids and/or cochlear implants, along with listening and speech training, while discouraging the learning of signed languages. In privileging the medical model, they also disregard the expertise of Deaf professionals. All of this occurs within a larger culture of audism prevalent throughout the United States, which maintains the deficit medical model as the dominant approach to being Deaf, ultimately harming Deaf children. I argue that Deaf professionals offer linguistic, cultural, and educational resources to support families of Deaf infants and young children with early access to natural signed language opportunities. In this study, I focus on illuminating this capital, drawing on the conceptual frameworks of DeafCrit and Deaf Community Cultural Wealth. Employing a qualitative approach, I drew on Timeline Activity, Strengths, Weaknesses, Opportunities,& Threats (S.W.O.T.) assessment, De'VIA arts-based methods, and group discussions to identify the resources that Deaf professionals bring, including their intersecting identities, and how they might be utilized in the Newborn Hearing Screening Program, medical, and educational systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]