Pronunciation represents a critical yet frequently overlooked dimension of English language instruction for Deaf and hard of hearing (DHH) learners of English as a Foreign Language. While traditional EFL pedagogy often prioritizes written accuracy and grammatical competence, spoken intelligibility holds particular significance for DHH individuals, whose limited or absent access to auditory feedback during language acquisition means they cannot rely on incidental exposure to develop native-like pronunciation patterns. For DHH learners, intelligible pronunciation directly enables meaningful interaction with hearing peers, enhances employment prospects, and significantly impacts emotional wellbeing and social integration. Yet despite this importance, pronunciation instruction remains inconsistently delivered and often deprioritized in educational settings serving DHH populations, leaving learners without systematic support for this challenging skill. The intersection of hearing loss, limited auditory input, and the demands of English pronunciation creates a distinctive pedagogical problem requiring intentional, regular, and strategically-designed instruction. This scenario addresses how educators can approach pronunciation teaching for DHH EFL learners through consistent but manageable instruction, explicit phonetic literacy development that promotes learner autonomy, and a fundamental recognition that pronunciation teaching directly impacts not merely linguistic accuracy but learners’ confidence, communicative effectiveness, and overall success in participating fully within English-speaking communities.