Integrated university programs for deaf and hearing sign language interpreting students are rare. In Finland, deaf interpreting students have been integrated in the only university program for sign language interpreting since its beginning in the early 1990s. This article investigates the experiences of the deaf interpreting students and deaf sign language interpreters (n=5) who attend and have attended the program. We analyzed interview responses using critical discourse analysis and the concept of identity construction, and found that deaf interpreting students, despite some disadvantages, benefitted from integrated programs. We also found three identity positions (competent deaf identity, student identity, and professional DI identity) and support for recognition (Honneth 1996) in both the solidarity and legal sphere developed through the program.