Previous research on reading perceptions and strategy use involving narrative texts among students attending schools for the deaf provides some information on comprehension strategies used. None of these studies, however, involved students using speech to communicate or receiving instruction in the general education. This study extends that research by investigating reading perception and strategy use with informational text among students receiving instruction in general education, resource room, or self-contained classrooms. Twenty-six students who are deaf/hard of hearing in grades 4 through 8 attending 16 public school districts completed a questionnaire. A strong relationship was found between reading instruction placement and students' perceptions of themselves as a good reader. The most frequently reported strategies used were repair strategies and there was lack of use of pre-reading strategies. Analysis indicated that most reading strategies used did not differ based on content area but many varied based on demographics and perceptions.