English language instruction for deaf children presents unique challenges, particularly when mainstream curricula are adopted. Under the influence of several theories discussing the importance of effectiveness in pedagogy in general such as the Theories of Effective Teaching (Schmoker, 2006), the Four Pillars of Effective Teaching theory for (Hattie, 2009), as well as the Constructivist Teaching Theory (Piaget, Vygotsky), this study encompasses investigating the effectiveness of such pedagogical approaches conducted in six government schools in the Dhofar region of the Sultanate of Oman. In particular, the research aims to explore the English teachers’ perceptions in six government schools implementing the inclusive education program involving key aspects such as teaching methodologies, classroom activities, and the quality of course materials, alongside identifying additional support needed to enhance English language learning for deaf students. Data were collected through interviews with six teachers as well as analysis of their teaching diaries. The qualitative data were thematically analyzed. Findings from the data revealed that while the pedagogy used in teaching English to deaf children is generally acceptable, several areas in the pedagogy require improvement. Specifically, the study highlights the need for increased motivation for deaf students, the development of a specialized curriculum, a review of syllabus topics, targeted teacher training, and the enhancement of teaching devices for deaf learners. The study concludes that addressing these issues is crucial for improving English language instruction for deaf students in Oman.