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Bimodal-bilingual programs are emerging as one way to meet broader needs and provide expanded language, educational and social-emotional opportunities for students who are deaf and hard of hearing (Marschark, M., Tang, G. &amp; Knoors, H. (Eds). (2014).  Bilingualism and bilingual Deaf education . New York, NY: Oxford University Press; Paludneviciene &amp; Harris, R. (2011). Impact of cochlear implants on the deaf community. In Paludneviciene, R. &amp; Leigh, I. (Eds.),  Cochlear implants evolving perspectives  (pp. 3–19). Washington, DC: Gallaudet University Press). However, there is limited research on students’ spoken language development, signed language growth, academic outcomes or the social-emotional factors associated with these programs (Marschark, M., Tang, G. &amp; Knoors, H. (Eds). (2014).  Bilingualism and bilingual Deaf education . New York, NY: Oxford University Press; Nussbaum, D &amp; Scott, S. (2011). The cochlear implant education center: Perspectives on effective educational practices. In Paludneviciene, R. &amp; Leigh, I. (Eds.)  Cochlear implants evolving perspectives  (pp. 175–205). Washington, DC: Gallaudet University Press. The cochlear implant education center: Perspectives on effective educational practices. In Paludnevicience &amp; Leigh (Eds).  Cochlear implants evolving perspectives  (pp. 175–205). Washington, DC: Gallaudet University Press; Spencer, P. &amp; Marschark, M. (Eds.) (2010).  Evidence-based practice in educating deaf and hard-of-hearing students . New York, NY: Oxford University Press). The purpose of this case study was to look at formal and informal student outcomes as well as staff and parent perceptions during the first 3 years of implementing a bimodal-bilingual (ASL and spoken English) program within an ASL milieu at a small school for the deaf. Speech and language assessment results for five students were analyzed over a 3-year period and indicated that the students made significant positive gains in all areas, although results were variable. Staff and parent survey responses indicated primarily positive perceptions of the program. Some staff identified ongoing challenges with balancing signed and spoken language use. Many parents responded with strong emotions, some stating that the program was “life-changing” for their children/families.

Altering Practices to Include Bimodal-bilingual (ASL-Spoken English) Programming at a Small School for the Deaf in Canada