Sign bilingual education, as an approach to the education of deaf children, has been recognised in Australia for many years. The effective implementation of this approach requires teachers to have a sound linguistic knowledge and communicative competence in Australian Sign Language (Auslan), as well as an understanding of current theory and research in pedagogical practices. This paper reports findings of a case study that utilised design-based research to deliver a specialised program in Australian Sign Language Studies to a group of teachers and teaching assistants working with deaf students throughout the state of Queensland, Australia. The findings recognise that the use of technology was a facilitating factor in the student’s learning outcomes rather than an objective of learning. The approach utilised highlights the pedagogical possibilities that innovative instructional technologies for learning offer through the evolution of collaborative use and not simply through revolutionary practice.