Despite the upward trajectory of formal American Sign Language (ASL) instruction, evidence-based practices remain in a rudimentary stage of development. Previously, no known studies had distinctly investigated supplemental ASL laboratories (ASL labs), despite over half of ASL instructors utilizing them alongside their classes. This qualitative study explored the perspectives of eight postsecondary ASL students regarding their experiences and perspectives of ASL labs. Data were triangulated through digital questionnaires, semi-structured interviews, and follow-up member checks and was analyzed using directed content analysis. Results are presented as nine overarching themes, and the discussion culminates with formal recommendations for stakeholders, including the continuation and extension of this important line of research.