At a time when deaf education teacher preparation programs are declining in number, little is known about their actual effectiveness. A phenomenological case study of a graduate-level comprehensive deaf education teacher preparation program at a midwestern university explored empowered and enabled learning of teacher candidates using the Missouri Department of Elementary and Secondary Education educator pillars: (a) commitment to the profession, (b) proficiency in practice, and (c) learning impact, all deemed critical to developing quality teachers. A strong connection was found between the program's comprehensive philosophy and its practice. Embracing diversity of d/Deafness and differentiated instruction were the most prevalent themes expressed by participants. Teacher candidates displayed outstanding commitment to the profession and high proficiency in practice. The findings suggest that additional consideration should be given to classroom and behavior management, teacher candidate workload, teaching beyond academics, and preparation for navigating the public school system.

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our babies who took a piece of my heart with them to heaven… Forever love! To Ryan, who has always been like a son to us… Forever love! And:To the babies, children, and students who are d/Deaf or hard of hearing & their families, thank you for allowing me to serve you. It has been a privilege and an honor! ii ACKNOWLEDGEMENTS There are several professors whom I would like to acknowledge for their significant contributions throughout my doctoral journey. I will begin with those who provided encouragement, guidance, and their expertise throughout coursework and the culminating pillar of this process, the dissertation. As my dissertation chair, Dr. Cynthia MacGregor, had an amazing gift for navigating with steadfast precision in a way that honored my path and vision.