This study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different settings (special schools, special classes and regular schools). Self-Description Questionnaire I (Marsh, H. W. 1990. "Self-Description Questionnaire -- I (SDQ I)." Manual. MacArthur, NSW, Australia: University of Western Sydney) was used to measure the children's self-concept. The results showed a decrease in the academic achievement and academic self-concept of DHH students who were in a special class (Grade 4) when they transferred to the mainstream (Grade 5), while the academic achievement and self-concept of the DHH students continuing in a special school remained stable. All three groups -- DHH in the mainstream, DHH in the special school and hearing students -- showed improvements in their social self-concept after the transition.