Recent research highlights the necessity of integrating research-based practices in science teaching within deaf education to equip teachers with resources and materials to enhance science instruction in deaf education. This study employed a mixed method explanatory sequential design to assess the current state of Pedagogical Content Knowledge (PCK) on teachers' professional knowledge and skills in science teaching with deaf students. Utilizing the Refined Consensus Model (RCM) of PCK, the study empirically examined how teachers leverage content and pedagogical knowledge to support deaf students' conceptual understanding in science classroom. The PCK Grand Rubric was instrumental in developing research instruments and analyzing data. A survey disseminated to qualified participants yielded thirty responses, forming the basis for a rubric on collective PCK in teaching science to deaf students. Additionally, two survey participants were selected for case studies involving interviews and observations to evaluate their personal and enacted PCK with the rubric. Findings revealed a diverse range of knowledge and skills among science teachers, highlighting various strengths and challenges. The discussion juxtaposes this group with national survey data on science teachers and proposes future directions to advance their PCK knowledge and skills.