This paper focuses on secondary school hearing students' perspectives on inclusion of peers who are deaf or hard of hearing (D/HH) in their general education classrooms. Adopting insights from contact theory and ecological theory of human development, the researchers examined the effects of contact related factors (contact experience, closeness, and class norms) and demographical variables (class setting, grade level, and gender) on hearing students' attitudes toward inclusion of peers who are D/HH through the use of self-reported survey data. The findings and their implications for educational practice are also discussed. (Contains 3 tables.)