This study examined the social adjustment of adolescents who were deaf and enrolled in segregated (n=39), partially integrated (n=15), and mainstreamed (n=17) settings, comparing them with a control group of students without hearing impairments (n=56). These students in grades 8 to 13 in Ontario, Canada, were administered the Social Activity Questionnaire and were assessed on in-class participation, social participation, social adjustment, and emotional security. Overall, segregated and partially integrated students reported better adjustment with peers who were deaf than with peers who had normal hearing. Mainstreamed students tended to have better adjustment with students with normal hearing, although differences were not significant. Partially integrated students were the best adjusted overall, with no clear differences among segregated, mainstreamed, and students with normal hearing. There were no significant differences among groups in perceived social competence. The implications of these findings for a bilingual/bicultural view of deafness are discussed. (Contains 32 references and 5 figures.) (SW)