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Purpose: This study explores the perceived role and clinical preparedness of speech-language pathologists (SLPs) in the area of sign language pathologies diagnosed and treated in d/Deaf individuals. Method: A cross-sectional online survey was developed and completed by practicing SLPs in the United States. The survey included four sections: (a) participant characteristics; (b) personal experience, clinical training, and background; (c) awareness, attitudes, and self-assessment; and (d) qualitative considerations. Quantitative data were analyzed descriptively, and open-ended response data were examined via thematic content analysis. Results: Thirty-five respondents completed the survey, with 28 of these individuals indicating direct experience working with Deaf patients. While the majority of SLPs (94.3%) agreed or strongly agreed that SLPs have a role to play in the assessment and treatment of sign language disorders, 85.7% of respondents disagreed or strongly disagreed that their graduate training prepared them to provide sign language pathology services, and nearly 70% of participants (68.6%) disagreed or strongly disagreed that their postprofessional clinical education and training prepared them to provide sign language pathology services. The majority of participants (91.4%) agreed or strongly agreed that formal training should be offered to clinicians to provide clinical services for Deaf signers with communication disorders. Conclusions: Despite endorsing that sign language pathology falls under SLPs' scope of practice, currently practicing SLPs reported feeling unprepared to meet the communication and health care needs of Deaf sign language users. Results suggest two critical opportunities to advance clinical education and training for this population within the discipline of communication sciences and disorders (CSDs), including (a) graduate programs incorporating more comprehensive instruction regarding Deaf culture and sign language pathology as part of foundational coursework and within impairment-specific courses (e.g., Aphasia Course, Stuttering Course), and (b) CSD organizations increasing access to postgraduate education and training regarding the clinical management of sign language disorders.