This dissertation examined the perceptions of three itinerant deaf educators and three general educators at the elementary level on the deaf and hard-of-hearing (D/HH) push-in service model in one American southwestern, PK-12 public school district. Open-ended research questions guided the study on educator perceptions of the model in general and on the advantages, disadvantages, and the quality of the model. A qualitative research methodology with an exploratory, single case study design was used to answer these research questions. Data were collected through observations, one-on-one interviews, and a focus group interview. Major themes emerged from analysis of data: overall positive experience (general perceptions), immersion in general education (advantages), high noise levels (disadvantages), and dependent effectiveness (quality of the model). Implications for practice were considered, and recommendations were suggested for future research. Overall, participants were satisfied with the D/HH push-in model but collectively recommended a cluster site D/HH push-in service model for increased effectiveness. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]