This qualitative study explores how 5 educators have dealt with students who have hearing impairment in regular classroom environments. The research was shaped by phenomenology with the goal of identifying the complex difficulties, achievements, and coping strategies that educators face on a daily basis. The relevance of creating an inclusive learning environment, the difficulty of meeting individual requirements, and the necessity of customized support were among the key themes that emerged from thematic analysis. In-depth interviews were conducted using semi-structured interview approach to gather a detailed exploration of each regular educators. Teachers described coping mechanisms include flexibility, working with support systems, and continuing education. The results highlight how important it is for educators to support diversity and the academic rights of students with auditory disability. To better assist teachers in their endeavors, recommendations include the creation of focused training programs, the availability of sufficient resources, and the adoption of inclusive policies. Comprehending the viewpoints of educators is crucial in formulating efficacious treatments and policies aimed at improving educational achievements for students with auditory disabilities.