A questionnaire was used to document the attitudes of 63 classroom teachers in Ottawa, Canada, toward inclusive education for students with hearing loss. The objective was to determine whether teachers had the attitudes, knowledge, and teaching skills proposed to underlie the effective inclusion of these students in regular classrooms. It was found that the teachers had favorable attitudes toward inclusion for students with hearing loss, felt confident in their ability to teach them, and were knowledgeable about the effects of hearing loss on language and learning. They also clearly indicated that their teacher education programs had insufficiently prepared them to teach these students effectively. The results highlight the need for increased emphasis on the unique educational requirements of students with hearing loss in teacher education programs, and for the provision of appropriate supports for both teachers and students to promote successful inclusion.