Teaching is a unique and challenging undertaking. Not many can become effective and dedicated teachers. Being a deaf teacher and meeting diverse needs of learners in an inclusive setting also will exacerbate the dilemmas as it calls for multisensory communication and reciprocal interaction with learners. This study focuses on exploring mode of communication and teaching experience and perceptions of deaf teachers in teaching in an inclusive classrooms. Seven deaf-teachers from two primary government schools were selected for the study, using availability sampling technique. Qualitative design was used followed by interpretive phenomenological approach. Semi-structured interview questions and observation checklist were used to collect the data. Sign language interpreters were made use of for the interview. The study revealed that deaf teachers used demonstration, gestures and sign language as modes of communication for the whole class as most of the students lacked sign language skills. The study discovered that though deaf teachers have positive perception for their career, they lacked appropriate pedagogical skills. It also appears that deaf teachers are highly inconvenienced by communication barriers and poor interaction, lack of technology usage, and lack of sign language interpreters. From this study one can surmise that deaf teachers are overlooked within their professional practices.