Abstract
The current paper discusses teachers' understanding of the level of internal support they receive from the school for learners with hearing impairment in Gauteng. The study employed interpretivist paradigm to illustrate how the teachers experience support from different specialists in the school. The study purposely selected nine teachers to hear their stories of the level of support they receive from the school. Semi-structured interviews and focus group discussions were employed as instruments of data collection, and the data were analysed thematically. Analysis denotes support in the form of supportive heads, specialists and their roles, in-service training, collaboration, the use of team approach and a need for psychosocial services. The conclusion provides strategies that teachers in special schools for learners with hearing impairment could employ to support one another and effectively collaborate with other specialists in the school.