The purpose of this research is to investigate experiences of K-12 classroom teachers of deaf students with additional disabilities. Today, more deaf and hard of hearing students are identified as having additional disabilities (Bruce, DiNatale & Ford, 2008; Ewing, 2011; Gallaudet Research Institute, 2011; Jones, Jones & Ewing, 2006; Mitchell & Karchmer, 2004); there is a need to explore ways of providing educational services to these students. Utilizing a phenomenological design, data were collected using survey questionnaires, focus groups and individual interviews. Several themes emerged, such as the typical school day, previous training, and continuous professional development. Understanding the experiences of the K-12 teachers can provide valuable information for deaf education teacher preparation programs.