This study attempts to investigate the status of academic achievement of Deaf pupils withrnparticular reference to Alpha Special School for the Deaf and Yekatit-23 primary school. Non-rnexperiment comparative study design was used to examine the academic achievement thatrnscored by the Deaf pupils in special and regular schools with their first semester roster score andrnteacher-made tests result. The empirical data was based mainly on classroom tests and firstrnsemester score of the academic year. To achieve the purpose of the study, 98 grades 5, 6, 7, andrn8 pupils with hearing impairment and 24 teachers a total of 122 participants, were included inrnthe study. In the study included different instruments to collect the relevant data. The findingsrnof the study show that special school Deaf students have better academic achievement thanrnregular school Deaf students. Particularly in Amharic, English, and Mathematics subjects thernspecial school Deaf students classroom tests result is better than regular school Deaf studentsrnclassroom tests result. In addition, the Alpha special school for the Deaf school facility that hasrninfluence on academic achievement of Deaf students is better than Yekatit-23 primary schoolrnfacility. Hence, the result suggests that regular school is unfavorable for Deaf studentsâ€™rnacademic achievement; and in regular school Deaf studentsâ€™ academic achievement isrnunsatisfactory. Further research is also required to examine the factors that affect the Deafrnstudentsâ€™ academic achievement