Up to 15 % of the student population in integrated classrooms has mild or moderate hearing loss (MMHL) (Niskar et al., 2001), a communication disability that can impact language development, academic performance, and social-emotional quality of life. Due to the mostly intelligible speech of these students, teachers may easily overlook their challenges in gaining full inclusion in their classrooms. Framed by Self-determination Theory and disability identity research, data from interviewed participants reveal a reluctance to seek support from educators or peers, even when communication breaks down. Participants also offered practical classroom strategies for facilitating the inclusion of students with MMHL.