Using grounded theory, the researcher posed this question in this qualitative study: What childhood literacy-learning and current literacy-teaching experiences have influenced Chinese Deaf teachers' views on literacy learning? Responses were obtained from Deaf teachers by means of videotaped interviews about their literacy-learning and literacy-teaching experiences. When the interviews, which were conducted in Chinese Sign Language (CSL) glossed to written Chinese and English, were analyzed, six themes emerged. Extracted core categories provide the unique context for a "boomerang effect" related to language and literacy through a bilingual path to literacy. Recommendations for future research using bilingual theory and practice are discussed.