The purpose of this study is to determine what inclusion of Deaf and Hard of Hearing (DHH) students with disabilities look like in a school for the Deaf. What the attitudes and beliefs of teachers hold as well as what strategies they may have for inclusion in schools for the Deaf. Six teachers who work with DHH students with disabilities for inclusion in school for the Deaf were interviewed. This study used a grounded theory methodology for data analysis. The results were a grounded theory that presents an explanation of how teachers promote inclusion of DHH students with disabilities in schools for the Deaf.