Inclusive education for deaf learners continues to face challenges in communication, instruction, and social participation. This study explored the lived experiences of a deaf learner in teacher education, focusing on the adversities encountered, coping mechanisms employed, and factors contributing to resilience and empowerment in an inclusive learning environment. Using a qualitative single case study design and guided by Resilience Theory, data were gathered from one hearing-impaired learner and a teacher as key informant. Findings revealed that communication barriers, instructional limitations, and social isolation hindered academic participation. Despite these challenges, the learner demonstrated resilience through adaptive communication strategies, technology use, and support from teachers and peers. The study further showed that empowerment is a shared process shaped by collaborative support systems and inclusive practices. Based on the findings, the study recommends strengthening sign language training for teachers, improving inclusive instructional strategies, and establishing structured peer support programs to enhance the educational experiences of deaf learners.