The education process of hearing-impaired students in 18 public secondary mathematics classrooms was examined in order to account for achievement and social adjustment differences between 11 mainstreamed and 7 self-contained classrooms. The classrooms were compared on the following dimensions: (1) social interactions among students, (2) teacher training/experience, (3) teacher verbal behaviors, (4) teacher expectations as perceived by students, (5) parental expectations as perceived by students, (6) exposure to course content, and (7) student participation. Data came from teacher questionnaires, teacher logs, live observations of classes, and student questionnaires. Results indicated no interaction between the hearing and hearing-impaired students in the mainstreamed classrooms. The teachers in the mainstream classes had more training in the subject matter, as well as more experience as teachers. The teachers' verbal behaviors differed significantly, independent of the type of classroom. Teacher and parental expectations were not a factor. Mainstreamed classes received more work and more difficult work than the self-contained classes. Hearing-impaired students in both types of classrooms asked more questions than hearing students did. Cited are several important factors impacting achievement of the hearing-impaired, such as their initial abilities, family situation, and quality of teaching received. (JDD)