This study attempted to determine social and academic problems of hearing impairedrnstudents, to assess their classroom behavior and investigate the relationship betweenrnclassroom behavior and students' achievement in the second cycle of primary school inrnselected special school s. Data was collected from 62 students, 20 parents and 42 schoolrnpersonnel. Pretest of all instruments was conducted before the actual fieldwork inrnArbaminch and Mekannisa special school for the deaf in Addis Ababa. The main study wasrnconducted in the Alpha special school for the deaf (Addis Ababa) and in Hosanna specialrnschool for the deaf. Students, parents and principals were interviewed. Teachers completedrnquestionnaires. Classroom observation was also conducted.rnThe major social problems of the hearing impaired were identified to be unequal chance ofrneducation and employment; and people's negative attitude towards the education of thernhearing impaired. Influence of social problems (theft, rape, problems of transportation, lackrnof communication with members of the society. etc.) on hearing impaired studentsrnachievement was identified. The predominant academic problems tumed out to be lack ofrntrained teaching staff, budget, teaching materials and cUITiculum deficiency. Classroomrnbehavior problems and their achievement were related to socioeconomic factors, age relatedrnfactor and low parental control. Other problems were related with lack of school facilities,rnpoor communication of the student population and teachers ' qualification.rnGenerally, the result of classroom behavioral assessment cOITelated negatively andrnsignificantly to students achievement. Most of the domains in the behavioral scale arernnegatively correlated. On the whole, the variables in the observation scale togetherrnaccounted for 40.39% of the variation in student achievement; the remaining 59.51 % isrnunexplained. Regression analysis indicated the most commonly occurring classroomrnbehaviors to be achievement anxiety (.0687), comprehension (.0912) and inattentionrnwithdrawal (.0216). These three behaviors contributed about 37.7% of the total effect of thernother variables. Among these inattention withdrawal has more weight than others.rnTo tackle the identified social and academic problems of the hearing impaired students,rnprofessionals involved in educational policies, in implementation and in educationalrnprograms for the hearing impaired and the society at large should try to join their efforts.rnf