Several groups of hearing-impaired students at Gallaudet College (District of Columbia) have successfully completed their student teaching assignment with hearing children in public schools. Factors leading to their success were analyzed through results of observation, interviews, and a survey questionnaire administered to samples of both hearing and hearing-impaired student teachers. Many success factors for hearing-impaired trainees resemble those leading to success for hearing trainees. Hearing impairments, however, provide these trainees with certain unique advantages. Through years of continuous use of, and dependence on, a visual mode of communication, the hearing-impaired teacher may be a superior visual attender in the classroom. The hearing-impaired teacher places high value on the act of communication. Strong identification with a sub-cultural base develops a clear sense of personal identity. The initial advantage of novelty and interest creates great pupil attentiveness which can be used to advantage. As a survivor of personal challenges, the hearing-impaired teacher is highly motivated. The hearing-impaired teacher, because of early negative school experiences, has a high sense of mission and, because program supervisors carry high expectations for their hearing-impaired teacher trainees, high levels of performance result. (Author/JD)