This study aims to analyze the teacher's problems in implementing inclusive classroom learning for the deaf-speech at a public elementary school in Bengkala Buleleng. This study used a descriptive qualitative research design. The subjects in this study were teachers and third-grade SD Negeri 2 Bengkala. The data collection method used was the observation method and the interview method. The data analysis technique in this study used descriptive qualitative. The results of this study indicate that the problems in teaching in inclusive classes are limited of special assistant teacher in schools, lack of honorarium for special assistant teacher, difficulty in aligning the standard of regular school services, and variations in the learning needs of children with special needs, numeracy and literacy abilities of children with special needs in the classroom are still low, and limited learning media. These findings indicate that all problems in the inclusive class can be handled well by competent special assistant teachers even though they do not have the relevant diploma.