Teacher shortages and alternative licensure requirements, in combination with inconsistent state licensure regulations, suggest that not all teachers of deaf and hard of hearing students have the expertise to successfully educate their students. Most national, regional, and specialized professional accreditations do not assess DHH-specific instructional and communication proficiencies, and thus may contribute to DHH students' low achievement levels relative to those of their hearing peers. The study surveyed teaching licensure requirements across the 50 states and District of Columbia regarding compliance with federal requirements and state variations. Results showed that 39% of states did not require a DHH-specific teacher-training program; 45% did not employ a DHH-specific licensure exam. Only 25% required documentation of language/communication skills. A specialized accrediting organization, such as the Council on Education of the Deaf, could help identify well-prepared teachers to fill current and future vacancies and thereby improve DHH students' achievement.