Despite schools practicing inclusion, gaps are evident in its implementation in regular primary schools in Malawi. The study aimed at exploring factors that hinder classroom participation of learners with hearing impairment (HI) in two selected regular primary schools of Ndirande Zone in Blantyre Urban. It was a case study and used qualitative methodology. The sample consisted of 26 participants who included headteachers, regular teachers, learners with HI and learners without HI. Data was generated through semi-structured interviews, focus group discussions and lesson observations. Qualitative data was analysed thematically. The findings revealed that classroom participation of learners with HI is hindered by some school factors such as: communication breakdown between the learners with HI and their teachers, class size that is numbers of learners per class, time allocation per lesson, teaching, learning and assessment resources availability, attitudes of teachers, parents and learners without HI towards learners with HI, knowledge and skills on how to teach learners with HI, teaching, learning and assessment methods suitable for learners with HI, seating arrangement in the classroom and sign language interpreters availability. It was concluded that the learners with HI fail to participate and they perform poorly due to the factors mentioned above. The implication of findings was that lack of knowledge and skills to communicate with learners with HI affect their participation. The study recommends the Ministry of Education to support fully learners with HI in regular schools.