American Sign Language (ASL) education is experiencing significant growth and increased prominence in academic and public domains. ASL is now widely regarded as a valid option for fulfilling foreign language and general education requirements at postsecondary institutions across the US. This study builds on prior research by surveying 223 postsecondary ASL instructors to examine their perspectives on the current state of ASL education and assess alignment with themes identified in a prior study of 13 experienced professionals. The findings reveal notable divergences across professional, program, and institutional levels, highlighting differences between deaf and hearing professionals regarding institutional support and teaching practices. These results underscore the need for further research on diversity and its role in ASL education, as well as an expanded focus on the experiences and perspectives of K-12 ASL educators.