The current qualitative study, using a grounded theory approach, explores the benefits of looping as an instructional practice by comparing the success of deaf and hard-of-hearing students in looping classrooms to the success of hearing students in looping classrooms. Limited information is currently available about the success of looping as an educational practice for educating deaf and hard-of-hearing students. Twenty-six teachers, from two schools for deaf and hard-of-hearing students and two schools for hearing students in the southeastern United States, participated in the study because they were teaching in looping classrooms. Surveys and interviews were used for data gathering. Journal entries documented the data collection process, which included meetings, observations, mail and electronic correspondence, telephone calls, and interviews. The study was conducted and analyzed over a 6-month period. NVIVO 7 qualitative analysis software was used to develop codes, categories, and themes from the interviews and five open-ended questions from the surveys. The primary themes that emerged from the study were continuity, academic improvement, relationships with parents, relationships with students, and students' self-esteem and confidence. Major recommendations for future research include expanding the sample, incorporating the Montessori method with looping, investigating the perceptions of parents of deaf and hard-of-hearing students in day and residential programs about the importance of looping as it relates to parent and teacher relationships, and exploring curriculum requirements and team teaching in looping configurations at middle and high school levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]