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This descriptive, interpretative qualitative research intends to fill this gap by focusing on teachers who work with hearing-impaired students in a bilingual environment, considering that hearing impaired students learn a second language as a socialization process (Spanish) and the natural language that connects them with the deaf community. My aim is to unveil beliefs about inclusion and identify concerns and aspects that facilitate teachers' design of curricular unit. The project takes place at a public school where there is a high concentration of hearing-impaired students. Individual interviews to seven teachers, two of them hearing impaired and eight class observations are the main instruments for data collection. Findings show that teachers' belief that inclusion is possible is there is an appropriate preparation and support. There is also the need to promote collaborative environments between teachers and interpreters so that the pedagogical activities can foster participation among students and respond to their needs and interests.