In 1999, Mary Brennan wrote "By recognising the child as, in effect, a 'little linguist' we are also recognising the power and effectiveness of the child's linguistic capacity" (Brennan, 1999). The recognition of the power and effectiveness of deaf children's linguistic capacity needs to be taken a step further. Focus should be on the conditions in the children's environments necessary to develop their linguistic capacity to its fullest potential and to enhance the use of this capacity in academic and social learning. This leads to the issue of the identification of the right language and instructional mix for deaf children, the topic that is addressed in this article. Essential in this process of identification are the educational objectives parents of deaf children have and the choices they make. This is related to a second issue, that of professional advice. Both issues are characterized by several dilemmas. These dilemmas are illustrated and directions are put forward that will enable educators to negotiate these dilemmas.