The purpose of this study is to examine the experience and perspectives of ASL teachers of American Sign Language (ASL) instruction to deaf/hard of hearing high school students. Historically, while ASL is the language of instruction in schools for the deaf, formal ASL has not been taught with the same rigor and attention that has been given to many students' second language, English. As a result, students struggle to advance academically, not having a firm foundation in their first language before learning their second. Five experienced ASL teachers were interviewed on their perspectives on ASL instruction. The set of data from interviews was analyzed using grounded theory analysis to identify recurring themes in implementation and instruction of ASL-as-content. When examining the teaching experiences of ASL teachers in ASL instruction in deaf education, the status of ASL appears low. This in turn directly influences the categories of ASL curriculum, ASL teachers, and Deaf/hh students. The theory of this study emerged through the narratives of experienced ASL teachers showing they have been struggling with ASL-as-content instruction in Deaf Education. The ideology of not teaching sign language to Deaf/hh has been challenged by most students in Deaf Education, it is not limited to ASL teachers. Establishing a robust ASL curriculum for Deaf Education remains a struggle and was repeatedly mentioned through the narratives by experienced ASL teachers. Most deaf schools categorize ASL-as-content as an elective course, which reflects the low language status of ASL. High turnovers in ASL teaching in Deaf Education also effect the status of ASL in Deaf Education. Most ASL teachers are not interested in teaching Deaf/hh students ASL because of limited resources, and the lack of a curriculum requiring resources to be self-developed. They also do not want to experience teaching in a position that holds less respect from the students, teachers, administration, and the community. Deaf/hh students, ASL curriculum, and ASL teachers are all interconnected around the status of ASL in Deaf Education, and they are all important players in the role that ASL instruction has in most schools for the Deaf. [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.]