This study aims to identify the factors that influence on Saudi teachers' ideal images on social inclusion of children who are deaf and hard of hearing (DHH) in Saudi mainstream schools. It specifically investigates the images held by teachers about the social inclusion of DHH children, and explores the elements that created and shaped teachers' ideal image on DHH children social inclusion. The study adopted qualitative methodology, especially interpretive approach. The research methods used to collect data were semi-structured interviews. As there is only one primary school that contains DHH children, the researcher invited all teachers, they agreed to participate in the current study. Six teachers participated, they were interviewed in private places to ensure privacy and confidentiality. The study handled with ethical issues seriously. The study used qualitative analysis. The results demonstrated different types of images of social inclusion. Teachers' thoughts stemmed from their own backgrounds and the ideas that they believe in, according to their experiences. There are a variety of elements that create ideal images in teachers' minds such as community awareness, financial funds, and policies from educational authorities. A conclusion and recommendations for study and how this would affect future research topics were provided.