Most countries in the world have inclusive education programs for regular learners who are gifted and talented but some are in their own institutions. However the existence of the gifted and talented learners who are hearing impaired in inclusive education programs has had minimal attention. This is against the policy backing inclusive education which most countries advocate for. It is against this argument that this study sought to establish access to opportunities for gifted and talented learners with hearing impairment in inclusive education programs. The objectives of the study were; (a) To establish how teachers identified gifted and talented learners with hearing impairment. (b) To examine related services offered to gifted and talented learners with hearing impairment. (c) To determine teachers' perspectives towards gifted and talented learners with hearing impairment. (d) To establish challenges facing inclusive education programs for gifted and talented learners with hearing impairment. The study was guided by the Critical Theory and it employed concurrent triangulation design within a mixed methods approach. The target population was made up of the Principal, 28 teachers and 208 gifted and talented learners with hearing impairment, at St. Joseph's Technical Institutes for the Deaf in Kenya. Other respondents were, National Council for Persons with Disabilities, Quality Assurance and Standards and Educational Assessment and Research Center officers who are the Curriculum Support Officers in Siaya County, Kenya. The sampling technique used to get a sample was purposive sampling. The research instruments were; questionnaire, interview schedule, focus group discussion and observation check list. A pilot study was conducted among respondents of similar characteristics. The reliability of the research tools was ascertained through test-retest and was calculated using Pearson's correlation coefficient (r) to establish the extent to which the instruments were consistent in eliciting the same responses to determine reliability of the research instruments. Validity of the instruments was ascertained by experts who were the supervisors at Jaramogi Oginga Odinga University of Science and Technology. Qualitative data were analyzed by the use of content narrative and thematic analysis techniques and presented in direct quotes and narrative in line with the study objectives. Quantitative data were presented with the help of Statistical Package for Social Sciences (SPSS) computer program version 22. The two groups of data were analyzed separately, and then followed by convergence model. In this model, data results were compared to make a conclusion. The findings were; lack of standardized identification tool for gifted and talented learners with hearing impairment, insufficient related services; most technical education teachers had negative perspective towards the learners, and lack of resources was a major challenge to inclusive education program. The study recommended that Kenya institute of curriculum development should develop a standardized identification tool for gifted and talented learners with hearing impairment; curriculum to be developed specifying related services, technical education teachers training should include an aspect of special needs education and a policy developed specific to the gifted and talented learners with hearing impairment to control challenges. The researcher concluded that provision of relevant resources may allow for opportunities accessible to gifted and talented learners with hearing impairment in inclusive education programme.