Colonial and decolonial tensions manifested in a unique, Mexican school for the deaf that used Mexican Sign Language for instruction. (De)colonial tensions were inherent in the school's work, from its non-Mexican, Foreign-origin school board to its child-of-deaf-adults principal's vision. We observed the presence of a colonial legacy, decolonial aspirations, and (de)colonial sites of struggle; all of these worked in tension with histories of power, race, transnational gentrification, and Deafness. We conclude with implications for increased trans-disciplinarity between bilingual and deaf education research.