This study investigated the Individual Learning Plans of eighty-eight students who were deaf and hard of hearing attending facilities and schools for the deaf in Victoria Australia. The students' assessment and planning portfolios were scrutinised for evidence of formal and informal assessment used to generate goals for the Individual Learning Plan. These goals were then assessed according to the SMART criteria. Findings showed that results of assessments were seldom used to inform goal setting. Despite this, most goals appeared relevant and achievable, although the specificity and measurability of goals remained an area to work on. These results suggest various avenues for improving current practice through further in-service for teachers of the deaf, as well as further research.