This article provides professional perspective of a teacher-training model which relies heavily on an intensive, culturally immersive field experience for the teacher of the Deaf and hard of hearing. Survey results were based upon 21 past participants concerning their perceptions during their one-year internship experience at Indiana School for the Deaf (ISD). Formal and informal periodic evaluations of past ISD/BSU participants reinforced the author's perspectives that an intensive yearlong residential experience is critical for developing the linguistic, fluency, and cultural awareness that are not only vital but also indispensable for teachers of D/hh students. (This study does not intend to endorse any philosophy of the education of the Deaf. This study adopts an eclectic approach to teaching different philosophies for D/hh students.) (Contains 2 tables.)