Psychologists who conduct assessments with deaf and hard-of-hearing adults continue to face the problem of lower scores and the question of test validity in comparison to norms when utilizing specific measures. Whether this is caused by inability to understand instructions, test items, or de facto poorer performance is generally unknown. To make sure the testee understands instructions or test items, the typical method is to modify the instructions and/or test items or translate these into American Sign Language (ASL). In a previous study, two specific subtests of the Wechsler Memory Scale-Third Edition (WMS-III) which assess visual memory functioning, namely Faces I and II, were compared using both Deaf participants fluent in ASL and matched hearing counterparts (Hanumantha, 2005). Instructions were provided to Deaf participants in Signed English word for word. Results indicated significant differences in the performance of the Deaf and hearing participants on the Faces I and II subtests, with the Deaf participants performing significantly below their hearing counterparts on the Faces subtests. The possibility that Signed English instructions were difficult to comprehend was raised. The intent of the present study was to determine if results from Deaf participants administered the Faces I and II subtests using instructions translated into ASL (instead of Signed English, which follows English word order) would be equivalent to the results of matched hearing participants who received instructions in spoken English. In contrast to the earlier study, results indicated that the Deaf participants performed equally well under either Signed English or ASL conditions. There were no significant overall group differences between Deaf and matched hearing counterparts. However, the results did indicate the presence of a gender difference that interacted with deafness. Deaf females showed relatively depressed scores on Faces I (immediate recall) but equivalent scores on Faces II (delayed recall) compared with hearing females. Deaf males, hearing males, and hearing females did not show this effect. Results suggest that Deaf college students comprehended both Signed English and ASL instructions for the WMS-III Faces subtests and performed at overall similar levels to hearing peers who are given spoken language instructions. However, the initially depressed scores for deaf females on the Faces I subtest and their subsequent performance recovery on the Faces II subtest cannot be explained by poor comprehension of the test instructions due to language barriers. Further research is needed to understand the source of this effect shown by deaf females on the Faces subtests of the WMS-III.