The field of education for the hearing-impaired students has changed a great deal in the past 20 years with the proliferation of university curriculum which has department of special education and training programs for teachers as well as Total Communication in a majority of these programs. This critical investigation examines the ratings of knowledge and skills critical to the effective performance of teachers of elementary- and middle-level hearing-impaired children. A total of 330 teachers were selected from 12 school for the hearing-impaired which included grades kindergarten through twelfth. This study concluded that teachers in different educational settings have no differing views of the knowledge and skills most critical to their jobs. Those knowledge and skills relating to the early childhood education, personality, psychological and behavior aspects, language teaching method, and oral-aural method, relating to hearing-impaired children were given a high priority. This study may support that teacher preparation programs in the education of the hearing-impaired in universities and teacher training centers should carefully examine their curricula in an effort to better meet that their children will have once they are in an actual teaching situation.