The major objective to conduct this study in Mengesha Jenberie Primary school of Dangla town was to explore the academic and social challenges of deaf students. From Mengesha Jenberie primary school 30 participants those includes 6 deaf students, 11 hearing peers, 10 teachers, 1 special needs educator and 2 school principals to represent the sample size in the study were selected. In this study, the researcher was used a case study design under qualitative approach. I used a purposive sampling technique for teachers and hearing peers; and comprehensive sampling technique for Deaf students, school principals and special needs educator. The data collection tools used by the researcher were face to face semi-structured interview for school principals, special needs educator and Deaf students as well as focus group discussion for teachers and hearing peers and also observed by the researcher. The researcher first identified the exact number, gender, age and grade level of Deaf students enrolled, the data collected from primary sources were analyzed qualitatively by thematic analysis technique. The study found that from participants, like Education For All and realizations of the Deafness as a part of human character that may not limit the contribution and participation of any individual person in all aspects of life. On the other hand absence of Ethiopian’ sign language interpreter in integrated classroom, lack of cooperative learning share of Deaf students with their peers in the school and lack of teaching devices, inappropriate classroom seating’s and lack of incentive supports, limit the interaction between deaf students and hearing peers as well as administrative staff and teachers were the most problems in integrated classroom. The above expressed point of view implied the attempt that showed the beginning of integrated education for Deaf students at Mengesha Jenberie primary school has aggravated.