This qualitative study looked at the experience of teachers, past and present, who have taught Deaf and hard-of-hearing (DHH) students at an inclusive school on an island nation. The researcher explored the perceived ability of the teachers to support these students in learning social and emotional skills. Additionally, the study included the voice of parents and their experiences with inclusion and how they can collaborate with teachers to support their children in social--emotional learning (SEL). The review of literature revealed that some DHH students face many challenges in social-emotional development; therefore, educating them to maximize their ability to effectively interact in school and the world is necessary (Hintermair, 2013). Dammeyer (2019) stated the importance of educators knowing the risk factors associated with DHH students and mental health. Hence, what are the teachers' beliefs, attitudes, and practices concerning inclusion and SEL, and how may they affect DHH students? The literature review of SEL and this island revealed little to highlight its importance for DHH students. The interview questions for this qualitative study aligned with a single instrumental case study, focusing on one bounded case (Creswell & Poth, 2018). The semistructured, open-ended interviews were conducted with a small purposive sample of teachers, paraeducators, and parents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]