This paper presents an exploratory case study focusing on the acquisition of information, through technologically efficient systems, by the hearing impaired. The multiple-case study was conducted during one school year with seven students participating. While a central question and propositions derived from that question guide the data collection and analysis, this is a hypothesis-building study. The purpose of the study was to generate questions to focus further research of a descriptive or explanatory format. One question, and the propositions generated by it, dominated this research: How do efficient acquisition systems in the classroom effect academic and social behavior, independent activities, or student, peer, and adult expectations? Three propositions directed the data collection/analysis of this research. As knowledge increases in students: (1) the rate of academic production will increase; (2) times of independent activities will be focused on productive projects; (3) self-concept will improve as measured by students, peers and adults. Six sources (documents, physical artifacts, archival records, interviews, direct observations, participant observation) were used to gather data for the analysis of the research project. The results of this study showed that the students who had only the disability of hearing impairment had significantly different experiences throughout this study than those who evidenced intellectual impairments. Generally, their work output was greater, increased more, and reflected a qualitative change. The data gathered from the unstructured activity periods also clearly show a dissimilar experience. The hearing impaired students "grew" into increasingly more productive behaviors while the other group showed, for all practical purposes, no change at all. The analysis of the third proposition was more problematical. The findings are not as clear as the first two propositions because the reporting and recording of data was subject to more interpretation. The indicators may support the proposition that increased learning has a positive effect on self-image. The results from this study have implications for current educational practices for hearing impaired: (1) Computer and video technology need a directedness not now evident. (2) Placement decisions should be based on expectations and achievements of the various populations served. (3) More sophisticated technology should be placed at the disposal of the classroom teacher.