The purpose of this study is to examine social and emotional characteristics of students with hearing-impaired included in general education classroom. The samples of this study include 32 students with hearing-impaired and their 32 homeroom teachers. As a comparative group, 30 students from both middle and high school were selected as research subjects. The results of this study are as follows. First, social and emotional characteristics of students with hearing-impaired included in general education classroom were in the normal range in both the Strengths and Difficulties scales. In the subscale analysis based on background variables, female students showed positive results compared to male students in the score of social-oriented behavior in Strengths and hyperactivity score in Difficulties. Second, when we compared the scores of students with hearing-impaired and hearing students, the total scores were not significantly different. However, students with hearing-impaired showed negative results compared to hearing students in peer issue which is a subscale of Difficulties. Third, when we compared the differences between self-reports of students with hearing-impaired about their social and emotional characteristics and teachers’ reports about the characteristics, there was no significant difference in total scores. However, the results of the subscale responses showed that the self-report scores of students with hearing-impaired were negative compared to teachers’ report scores in emotional symptom which is a subscale of Difficulties. It indicates that students with hearing-impaired themselves are more seriously aware of their emotional problems.