In this paper, it was assumed that teacher education for hearing impaired students in Korea should be reformed from traditional course-based programs to performance/comp-etency-based programs. The main purposes of this paper are to identify competencies needed by teachers of hearing impaired students and also to examine the perceived importance and self proficiency of the competencies by. Korean teachers of deaf schools. A systematic approach to determine the competencies needed by teachers of the hearing impaired was implemented to experts which included teacher educators, administrators, and experienced teachers for the hearing impaired. Sixty-five competencies were identified by the experts in a systematic approach and then classified into eight categories: ⑴ Educational Foundation, ⑵ Psychological Aspects, ⑶ Speech Science and Audiology, ⑷ Curriculum and Instruction, ⑸ Counseling and Guidance, ⑹ Language and Communication Skills, ⑺ Media and Technology, and ⑻ Administrative Responsibilities. The . field testing was conducted on 150 Korean teachers from 18 deaf schools to verify the competencies identified by the experts. The findings of the evaluation are sum: marized as follows. The perceived importance of the compete-ncies was revealed to be very high, but the self-proficiency of the competencies was perceived slightly low, i.e., . Korean teachers affiramatively perceived importance of the identified competencies in the present study. Teaching levels between elemently and secondary course, backgrounds of teacher education, and the length of teaching experience do not affect teachers’ perception of the importance of competencies needed by teachers for the hearing impaired. This fact suggests that the Korean teacher education programs should be reformed to a competency-based training model.