Despite its growing popularity, American Sign Language (ASL) as a second language (ASL/ASL) is an under-researched and under-developed field of study. The present thesis begins to address this dearth through an exploration of four ASL teachers’ perceptions of the textbook-free ASL program in which they teach. This study draws on previous literature that highlights the centrality of teachers within curriculum processes and considers the complexities inherent to the ASL context. The results of this qualitative combined methods study suggest that the teacher-participants perceive themselves as sharing in a common curricular vision promoting ASL proficiency and awareness of Deaf culture despite it being tacit and unwritten.