Hutter offers a needed synopsis of the intersection between deaf and hard-of-hearing student access to education and the use of educational interpreters in provisioning the least restrictive educational environment in inclusive settings. Focusing on equitable education for deaf and hard-of-hearing students, the chapter also draws attention to the lack of professional preparation standards and high-quality training of educational interpreters. These shortfalls are identified through current practices and discovered by way of academic achievement of DHH students via a mediated education versus direct instruction. The chapter concludes with focus on the DHH learner and potential negative outcomes of being included in a general education setting with an unqualified educational interpreter.