Music has long been considered an audio-centric experience (Good et al., 2014) with many definitions of music, focusing on the concept of sound and hearing (Clifton, 1983). However, recent exploration of music education among researchers, considers the possibility of providing musical experiences through multiple senses, making music education more inclusive and accessible to learners who are deaf/HoH (Di Bona 2018; Nussbaum, 2012). This exploratory research project aims to explore the perspectives of Irish primary school teachers towards the value of music in the education of children who are deaf/HoH and to identify the enablers and barriers towards including learners who are deaf/HoH in music education/musical activities through gaining insights from the teachers’ experiences. Data was collected through the form of semi-structured interviews, with eleven primary school teachers across Ireland, who are currently working with or who have worked with children who are deaf/HoH. Analysis of the data using Braun and Clarke’s (2013) thematic analysis, yielded significant results surrounding the effective implementation of multisensory methods of music education for the inclusion of children who are deaf/HoH. Similarly, the importance of building positive relationships between the student and the teacher and the effective organisation of the classroom was revealed as an enabler of inclusive music education for children who are deaf/HoH. This research also identified a number of notable challenges which pertain to the inclusivity of music education for children who are deaf/HoH, with the confidence of the child to engage in music activities presenting as the most significant challenge. It is hoped that the findings presented in this research will be of value to all teachers engaged in the teaching of pupils who are deaf/HoH and to curriculum developers.