The purpose of this study was to determine whether working in the field of deaf education, as opposed to general education, results in a higher level of technology integration. A secondary goal was to determine if deaf educators who are deaf integrate technology at a higher level than their hearing counterparts. The instrument chosen for this study was the LoTi Technology Use Profile, a tool used to explore the role of technology in the classroom. A total of 92 participates were included in the study of which 48 were regular educators and 44 were deaf educators. The participants were selected from a population pool whereby teachers were presumably pre-disposed to using technology based upon their attendance at a technology training session in the form of a conference or a class. Deaf educators as a whole did not perform as well as general educators on the LoTi scales. Given the fact that the technology-minded general educators who comprised the sample population of this study scored exceptionally high on the LoTi scales, further research is needed to ensure comparability between the two groups. The findings of the current study do suggest, though, that deaf educators who are deaf have the potential to integrate technology to a greater degree than deaf educators who are hearing. Thus, a primary recommendation is to conduct a national LoTi survey of typical, rather than technology-minded, deaf educators as a comparison to the 2004 national survey of typical general educators.