The purpose of this study was to understand ideologies and practices as related to the accessibility of foreign language education for K-12 Deaf students in Turkey and the United States. In the global world, multilingualism is often a necessity to access various resources. However, because of education policies, Deaf students often have restricted access to multilingual education, as they are often exempt from foreign language education. Drawing upon the theories of linguistic human rights, forms of capital, and figured worlds, the study took a cultural perspective on Deafness and a linguistic human rights perspective on learning foreign languages for K-12 Deaf students. The study applied an ethnography of language policy approach through qualitative data collection methods including the collection of documents and interviews. In data analysis, critical discourse analysis was applied to examine the policy documents used in K-12 Deaf education in both countries. In addition, grounded theory was used to analyze interview data and synthesize findings from both approaches. The study found ideological contradictions as related to Deafness and language education for Deaf learners which influence K-12 Deaf students' access to foreign language education in both Turkey and the United States. The study concluded explicit definition of Deafness as a culture on policy documents and had implications for policymakers, practitioners, and advocates working in the field of K-12 Deaf education. [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.]