Compared with 14 hearing impaired students (grades 4-9) in either integrated or self contained classes were student achievement and social development, teacher variables, and parental understanding and expectations. Ss' cumulative records were used to obtain IQ and achievement data; Ss were given a self concept rating scale; parents and teachers were also given attitude scales; and structured interviews were conducted with students, parents, teachers, and administrators in both programs. Few significant differences in self concept were found between Ss in the two programs. Parents of integrated students were more likely than parents of self contained students to report there was "no chance at all" that their child would have more deaf than hearing friends as an adult. Structured interview data yielded significant differences among parents of both groups in such areas as confidence in program, knowledge of handicaps; exposure to hearing impaired literature, membership in associations for parents of hearing impaired Ss, and use of sign language. Results were related to how decisions to participate in either type of program are made and to the structure and functioning of each program. (DB)