This study attempts to explore, describe and explain the social and academic conditions ofrnintegrated students with hearing impairment at Wachemo Camp. Sec. School, Hadiya Zone,rnSNNPR.~ Qualitative study design was used to investigate the social and academic conditions ofrnHI students in integrated settings, especially when compared to their hearing peers. Data wererncollectedfrom 18 respondents: six hearing impaired students, four regular teachers, four regularrnclassmates and four administrative staff from the zone, woreda and school. The empirical datarnwere collected through semi-structured interviews with the participants. Classroom observationrnand informal talks were used as supplement alld complement to the interview method.rnThe study revealed that pre-lingual deaf students have negative attitude toward integral ion. butrnhard of hearing students, post-lingual deaf student, regular teachers and students andrneducational experts appeared to have positive opinions toward integration.rnHI students have good social relationship with hearing school community despite the barrier ofrncommunication. This barrier of communication might lead to unfit social interaction between thernHI students and the hearing school community.rnThe study also revealed that in academic achievement, hard of hearing and post lingual de(i(rnstudents who were in favor of linguistic experience showed success in academic peliormance,rnwhereas pre-lingual deaf students with deficit linguistic experiences registered less success inrnintegrated settings.rnThefactors that may be contributing to low social and academic achievements of HI students arernmainly related to communication problem, absence of interpreting services, shortage of trainedrnhuman power, lack of preparation of teachers, unattractive teaching method, teachers inability torncommuilicate in sign language, lack of multidisciplinary coordination and unconducive learningrnenvironment.rnFinally, the situation /11 this study suggests that much efjort have to be made to bringrnpositive changes and facilitate the environment, which accepts inclusive learning.rnTherefore, government and schools must work hard and in coordination to enablernhearing impaired students to integrate educationally as well as socially in all contexts ofrnthe school.