In this study we explored the revision process and strategies implemented by deaf and hearing students who attend the same bilingual school context (LIS and Italian). For that we analysed and compared the types and quality of revisions made by deaf and hearing participants to their first draft of a narrative text ("Frog, Where Are You?") in order to produce their final draft. Results show that there were no significant differences in the revision process and actions of deaf students compared to hearing students. However, the deaf writers made more changes to their texts than their hearing counterparts. Furthermore, that bilinguism does not appear to interfere with the development of narrative writing skills and revision strategies.