Sound levels and acoustic characteristic information was obtained in classrooms serving children who are deaf and hard of hearing (DHH) in grades K-2 in a variety of settings across the United States and Canada. Sound levels were easily measured using iPads, and acoustic characteristics were documented. Noise levels exceeded the American National Standards Institute standard for all 38 unoccupied classrooms. Classrooms in general education settings were significantly quieter than classrooms where children who are DHH received separate instruction, although significant differences did not emerge for occupied classrooms. Remote microphone technologies (such as personal-worn FM/DM systems or classroom sound field systems) were used significantly more in general education than separate instruction classrooms. Results indicated an unfavorable environment for children who are DHH to successfully access spoken language communication. This information about classroom noise levels, combined with knowledge of standards, acoustic characteristics, and sound abatement strategies is essential for parents, teachers, and administrators to secure acoustically favorable classrooms for children who are DHH.