In Ethiopia in the past children with disabilities, there had no chance to learn in school; particularly, deaf students. Nowadays, they could attend; learn with other non-deaf peers in the principle of inclusive education in an integrated classroom. The policies and strategies promote the education of deaf individuals; however, there was a gap in its implementation. The aim of this study was to explore the school’s readiness to accommodate deaf students in an integrated classroom. Qualitative research case study design is used. The purposive sampling technique to recruit the participants is employed. Three deaf students, one school principal, four teachers, and one interpreter, who were drawn using purposive sampling, are participated in the study. The data are collected using semi-structured face to face interview and observations. The interviews were made in the school of Yekatit 23 Primary School andthe empirical data are analyzed thematically. In order to analyze the data coding, categorizing and organization of major themes and sub-themes is done. The finding revealed that the school was not ready to accommodation deaf students. The school had not have accessibility on the compound in different activities and facilities, it found as conventional and the deaf students’ participation in different activities is restricted. The adapted devices and necessary educational materials were not available and the teachers’ were not ready to deliver proper assessment and teaching methods; they employed only teacher centered approach and did not give additional time for assessment completion. The study concluded the school had inaccessible for deaf students, no planned delivery of assessment and teaching methods,and the absence of adapted devices. The sign language training, planned and organized assessment delivery, student centered teaching approach and provide adapted devices are recommended.