As a speech-language pathologist (SLP) who knew few d/Deaf people and had little knowledge of the Deaf community, Sara Burgan, co-author of this article, reports experiencing firsthand ways in which the field of speech-language pathology has promulgated areas of weakness in the education of SLP professionals, too often resulting in a mismatch in the skills we teach, the education we nurture, and the tools we use. She notes that a few interactions with Deaf people and the Deaf community piqued her interest and led her to work in a school for the deaf where her beliefs and practices were established and shaped by the Deaf community. She is grateful for her Deaf coworkers and friends who empowered her by sharing their experiences working with SLPs, both negative and positive. She also notes that she is part of the currently shifting mindsets within the broad field of speech-language pathology. Notably, write Burgan and co-author Amanda Connelly, the American Speech-Language-Hearing Association (ASHA) that originally supported an oral approach to deaf education is undergoing a change in perspective, and deaf-friendly resources and tools are becoming more available.