Sign language (SL) is an essential communication tool for learners with hearing impairments in promoting inclusive education. However, many institutions do not fully utilize SL that hinder deaf individuals’ access to educational services. This study employed descriptive-correlational research design to describe the academic performance of pre-service special education teachers and their level of sign language readiness, as well as to examine the relationship between these variables. Thirty-six out of 45 fourth year pre-service special education teachers willingly and completely responded the Google form with a response rate of 80%. Findings revealed that respondents demonstrated very good academic performance (M=90.28%, SD=2.54) in their sign language-related course and perceived a high level of sign language readiness (M=4.20, SD=0.82) across motivational, social, personal, and kinetic domains. However, results also indicated that there is no significant relationship between pre-service teachers’ academic performance and sign language readiness with p-value of .519, implying that their readiness is not directly influenced by their academic performance. It is recommended that teacher education institution may provide hands-on practice and enrichment program that further strengthen both the academic learning and practical application of sign language to ensure that future special education teachers are fully equipped to meet the needs of diverse learners.