Promoting the effectiveness of level-based curriculums in deaf schools by finding out impediments in the curriculum operations was aimed by the study. A nationwide survey of teachers in 18 deaf schools has conducted and 276 questionnaires out of 300 questionnaires from them were analyzed for this purpose. The results were as follows. First, despite the need of the level-based curriculum in deaf schools arises, teachers do not sufficiently understand what the level-based curriculum is, and they face various impediments of the curriculum operations. Second, text books and educational materials for hearing impaired children need to be developed in consideration of the children’s level of achievements, degree of impairments, communication abilities and kinds of courses they are in. Third, the level based curriculum in a deaf school should be operated by grouping students with their similarities in the class and/or IEP lecture style. Finally, the level-based placement of students needs to consider students’ personal habits, behaviors, their communication skills, academic achievements, available learning spaces, as well as personal preferences of students and their parent and what teachers ask for. Conclusively, we propose possible ways of operation in the level-based curriculum of the deaf schools. Key words : deaf school, level-based curriculum, communication, academic achievement