Deaf individuals represent a small segment of the population, yet their recognition as third language learners in multilingual societies is increasing. This article reviews foreign language learning, particularly English, among deaf and hard-of-hearing learners in Iran, and examines challenges in foreign language education and teaching methodologies. It analyzes various disability models, including the medical and social models, and their impact on the educational experiences of deaf individuals. The importance of sign language as the primary language for deaf individuals is emphasized, highlighting the need for proficiency in this language to improve their linguistic and cognitive skills. Learning methods, such as auditory and visual techniques, are discussed as well. Additionally, the article addresses limitations in English education in Iran and stresses the need for teachers to be proficient in sign language, while suggesting ways to enhance awareness of deaf culture, design curriculum content, and create accessible educational environments.