Written expressions encompass putting events, emotions, and thoughts on paper with the written symbols of a language in compliance with its rules. Even with cochlear implants, students with hearing loss who experience delays in language and academic skills face various difficulties in written expression skills. Editing and revising studies, which play an important role in the writing process in coping with these difficulties, serve to increase the quality of written products and to allow students to independently edit and review their writing. This study aims to examine the editing and revising processes of the written products by students with cochlear implant in an inclusive environment. This case study was conducted with two secondary school students with cochlear implant. Research data was collected through observations, interviews, validity and reliability committee meetings, process products, documents, materials used in the preliminary stages, written expression skills assessment forms, and writing revising taxonomy. At the end of the study, it was observed that students needed corrections such as adding, deleting, substituting and rearranging sounds/syllables/words in their written products, that these corrections were made in suffixes and sentences as units, and that students needed various auditory and visual clues while revising their writings. Based on the research findings, it was concluded that the students with cochlear implants who participated in the study benefited from the process of editing and revising their written products and that the experiences gained in the process contributed to the quality of the written products.