For the deaf or hard of hearing student in the mainstream--today's environment where all children are expected to learn more, produce more, and be assessed more--the high pressure coupled with low expectations can be overwhelming. Since many students with hearing loss have difficulty speaking and using English, administrators and mainstream teachers sometimes misunderstand their academic potential. How can our deaf and hard of hearing children meet these new expectations? By teachers, parents, and students "buying into" the process to raise expectations, how? Teachers must change their mindset that these students have low academic and behavioural expectations therefore treating them as "special." Teachers must instead hold their deaf and hard of hearing students accountable for content knowledge and academic skills that they expect from other students. They must see these children's potential, and, with the right accommodations, support their ability to succeed. Parents must maintain a high level of expectation for their deaf or hard of hearing child(ren) by maintain close contact their child(ren)'s classroom teacher(s) to understand and support their academic goals and other services. Students must develop self-advocacy skills and a belief in self-determination to function as independently as possible and to exert control over the environment around them. When students "buy into" the expectation that they are capable of controlling their own lives and possess effective self-advocacy skills they become aware of their strengths and weaknesses, and the impact of their strengths and weaknesses on their performance. They are able to identify the support they need to succeed and to advocate for this support in a positive and assertive manner. Therefore, when teachers, parents, and students "buy into" the process that their expectations to succeed can be achieved, deaf and hard of hearing children will receive the education they deserve.