Education delivery in Uganda is a right for all citizens. Therefore, all deaf students of school-going age must receive their right to quality education like their hearing peers. In Uganda, educational reforms have inadequately addressed the unequal educational level attainment between deaf and hearing people (Rydberg et al., 2009). Many deaf students report a need to work harder than their hearing peers to achieve similar goals (Brennan et al., 2005). Deaf people are alienated, marginalized, and oppressed in many ways. Deaf students are discriminated against because general social customs do not accommodate their bodies, and they are discriminated against in schools, on the job, and when accessing social services (Lane, 2005). They are also subjected to the globalizing disability label, causing social stigma (Lane, 2005). In this study, Transformative Leadership Theory was used to understand how policies developed by the Ministry of Education and Sports reaches teachers who serve and support deaf students. Case study methodology was used to address the study's research questions. This research adds to the literature documenting the role of Uganda's Policy on Special Needs and Inclusive Education. It demonstrates the role that policy plays in educators' work to serve and support deaf students and the perspectives educators have of deaf students in Uganda. Thus, the implications call for the promulgation of policies essential to the academic success of deaf students. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]