This study provides a contemporary definition of American Sign Language/English bilingual education (AEBE) and outlines an essential theoretical framework. Included is a history and evolution of the methodology. The author also summarizes the general findings of twenty-six (26) empirical studies conducted in the United States that directly or indirectly investigated language interdependence between American Sign Language and English through correlational or causal-comparative analysis. Findings are summarized in laymen's terms to ease dissemination of this comprehensive review of literature to classroom teachers, in addition to teacher preparation faculty and researchers. Implications for future research due to the extent and limitations of the current field of knowledge on the topic are addressed.