Immigrant Deaf Multilingual Learners (IDMLs) represent a growing and culturally diverse student population in the United States. These learners navigate multiple linguistic systems, often balancing a home language with English and American Sign Language. Although research shows that home language maintenance (HLM) supports identity affirmation, academic achievement, and family connection, little is known about how Teachers of the Deaf and Hard of Hearing (TODHHs) understand and implement HLM in K–12 settings. This study investigates TODHHs’ beliefs, perceptions, and instructional practices related to HLM, addressing a critical gap in the literature at the intersection of Deaf education and multilingual education. Grounded in translanguaging, intersectionality, and acculturation theory, this mixed-methods, observational, cross-sectional study integrates survey data from 99 TODHHs across 30 states with semi-structured interviews from a subset of participants. The research examines how teacher demographics, training, linguistic background, and professional experiences relate to attitudes toward HLM and to the strategies they use to support HL in their classrooms. Four research questions guide the inquiry, focusing on teacher beliefs, instructional practices, perceived roles and responsibilities, and perceptions of family involvement in sustaining HL for IDMLs. Findings highlight the ways teacher experiences and preparation shape attitudes toward HL, the influence of role perception on instructional decisions, and the significance educators place on identity development and family communication. Results also reveal both strengths and gaps in current approaches to supporting linguistic diversity in Deaf education. This study contributes new evidence to guide teacher preparation, collaborative practices, and culturally responsive instruction. By emphasizing the value of HL, this work advocates for educational environments that recognize linguistic diversity as essential to equity and excellence for IDMLs.