This chapter addresses possibilities for social and academic inclusion of deaf students with immigrant backgrounds. The point of departure is research on students’ experiences and feelings of belonging in a new social and linguistic group. The first part of this chapter provides background information about being deaf, Deaf education and deaf immigrant students. The second part revisits and analyses findings from the Andersson and Adams Lyngbäck (2021) study about identity work in deaf students transitioning from a mainstream school to a Deaf school. It also gives an insight into what is done in receiving deaf immigrants in Deaf schools. The discussion draws on theoretical and pedagogical models of sustainable bimodal bilingual education. A nuanced view of separated schooling is discussed in terms of tenets of an accessible language environment, positive identity formation and how these produce academic inclusion.