This study explores the dynamics of effective working relationships and strategies for inclusion of deaf students in Irish higher education settings, with a particular focus on the triadic relationship between deaf students, interpreters, and lecturers. Despite national policy efforts to widen participation for students with disabilities, deaf and hard of hearing students remain underrepresented and face unique challenges. Through qualitative interviews with 21 participants comprising deaf students, interpreters, and lecturers, this research employs reflexive thematic analysis to examine lived experiences across five key themes: student inclusion, relational dynamics, classroom environment, intricacies of educational interpreting, and capacity building. Findings reveal that meaningful inclusion is shaped not only by the availability of access supports but also by the quality of interpersonal relationships, readiness, and pedagogical practices. Effective working relationships are characterised by role clarity, collaboration, trust, and mutual respect. Co-enrolled groups of deaf students appear to enhance visibility and foster more inclusive teaching practices, while single deaf student settings often result in isolation and reduced participation. The study also highlights the need for systemic improvements in interpreter training, lecturer awareness, and institutional support structures. Recommendations are offered across micro, meso, and macro levels, advocating for structured transition programmes, inclusive pedagogical training, expanded funding models, and clearer role definitions. Ultimately, the research underscores that inclusion is a dynamic, relational process requiring sustained commitment from all stakeholders within the higher education system.