The majority of orally educated children with hearing loss are receiving their schooling in inclusive settings. Nevertheless, there is little recent research examining their integration experiences. A series of 10 focus groups with young people with hearing loss, their parents and itinerant teachers of deaf and hard of hearing students were used to identify facilitators and barriers to school inclusion. These facilitators and barriers were found to be associated with teachers and administrators, parents, peers and students with hearing loss. The findings emphasize the importance of examining factors external to individual children and youth with hearing loss in preparing for their inclusion in a standard classroom and support the notion that successful inclusion requires commitment from numerous sources and respectful partnerships among key stakeholders. The findings of the study have implications for the identification of variables to promote the successful integration of children and youth with hearing loss as well as other forms of communication difficulties.