This article puts forward a solution to the impending shortage of culturally and linguistically competent interpreters: the education of heritage signers as heritage language learners. It examines the current landscape of American Sign Language (ASL) as a course of study and the difficulties heritage signers report when they begin learning ASL. In examining two of the five pedagogically relevant factors known to correlate with heritage language competence, the article illustrates ways in which heritage signers' language acquisition patterns differentiate them from heritage speakers. One is the manner of intergenerational language transmission between a nonnative signing deaf parent and a child. Second, throughout the United States, few opportunities exist for attending bilingual ASL-English schools and heritage ASL courses for heritage signers. For primary and secondary education, federal funding that is earmarked for deaf and hard of hearing students precludes hearing heritage signers from enrolling in existing bilingual programs. Additionally, postsecondary ASL course content is reported as ill-fitted to their needs and their experiences as heritage language learners as marginalizing. The article concludes with a discussion of the formal classroom instructional methods used with heritage signers and of the informal educational opportunities that community-based heritage language schools can offer.