Deaf people have experienced oppression, particularly in relation to the use of signed languages. Due to the oral education movement, spoken language has a complex place in the field of educating and raising deaf children. This study aimed to review speech language therapy (SLT) practice from the perspective of deaf people and move towards providing deaf people the support they want. The current study was grounded in a transformative research paradigm and two frameworks were used to support research design: Kaupapa Māori Principles and the Deaf AcCESS checklist. Eleven deaf participants were recruited and chose to take part in either a focus group or one to one interview via Zoom; using spoken English or New Zealand Sign Language (NZSL). The sessions were recorded and written English transcripts were generated. The NZSL recordings were interpreted and then transcribed. Reflexive thematic analysis was used to analyse and create a narrative about the data. One main theme, Ensuring deaf kids are thriving and flourishing was created, outlining the participants’ views on the importance of seeing deaf children grow into confident, self-assured and well-rounded people. Examples were given regarding negative experiences which provide context for this theme. The main theme was further explored and described in three subthemes. Hearing differences provide a unique experience (subtheme one) explored participants’ experiences with communication. Participants expressed the need for access to language (signed and indigenous), culture (deaf and indigenous), that confidence is important, seeing themselves and sharing experiences is needed, they have a unique experience navigating towards successful communication and lipreading is important. The participants also discussed the challenges and considerations required for them to navigate towards successful communication. Look carefully; see the full picture (subtheme two) illustrated the importance of seeing deaf children within their environment and nurturing an environment that responded to them while understanding that each child and ecosystem will be different. The profession and professional responsibilities (subtheme three) considered aspects that require attention, by individual therapists and the SLT profession. The participants explained how important the relationship with the child was, that power dynamics must be considered, the child needs to be given autonomy, speech language therapists (SLTs) need to be honest and transparent, a diverse workforce needs to be developed and each individual therapist needs to be developing their culturally responsive practice. The findings of this study broadly aligned with findings of similar studies. However, this is the first New Zealand study to ask deaf people what their experiences and perceptions of speech language therapy are, and first internationally to include perspectives of those who use spoken language, and an indigenous voice. It adds to the evidence base for organisations, teams and individual SLTs to ensure that the service they are delivering is responsive to and based on the needs and aspirations of deaf people.