This paper attempts to address the issue of language development in hearing impaired children. It argues that interpreters, teachers or peers can provide deaf children with language exposure so that they can acquire their native languages more easily. It also argues that the provision of a developmentally appropriate print-rich environments is the key to literacy success and that providing deaf students with the opportunity to respond to and ask questions in the classroom will help them acquire language. It is noted that if peers learn to sign, and if teachers teach them to sign, it will increase the opportunity for social interaction for deaf students whereby affecting their learning outcomes. It stresses the point that the presence of deaf students in a class should be a learning experience for everyone. It also discusses strategies that can be incorporate into teaching by teachers for helping children with hearing impairments achieve more. ["Journal on Educational Psychology" is published by i-manager.]