This study investigates into how deaf learners are taught reading and writing in primary schools in Uganda.This study adopted the qualitative case study design with the engagement of interviews and observations of lessons being taught. The observation technique used, engaged wide-lens techniques of gathering information based on classroom teaching behaviors. A total of 3 head teachers and 7 teachers from three different schools in different districts participated in the study. Related literature was engaged in order to ascertain how much has been done on teaching reading and writing in lower primary schools in Uganda.The results of this study revealed that:The teaching methodology adopted by the teachers was characterized by the use of elements of sing-language, demonstrations, illustrations, and use of varied instructional materials. The methodology followed the whole word/sentence approach of teaching language. The teachers also demonstrated little knowledge of comprehensive methods of teaching reading and writing to deaf learners.The teachers were aware of the need to maintain eye contact and interpersonal relationships with the learners. They were conscious about the use of space for signing.The teachers‟ methodology was impacted on by the level of provision of and nature of instructional materials used in teaching reading and writing to the deaf. Low inputs from the managers, for example, resulted in limited availability of instructional materials.The study concludes by observing that there is need to revisit programs and methodologies for teaching learners who are deaf to read and write.The study recommends among others; improvements in pre- and in-service teacher training programs, revisiting the level and type of parent support and involvement regarding the education of their children with deafness.