Some 53 deaf and 33 hearing college students observed a videotaped lecture followed by a 15-minute period of reviewing prepared class notes. Two days later half of each group again reviewed the notes before taking a test measuring learning outcomes in four areas: (a) recall, (b) recognition, (c) concept acquisition, and (d) problem solving. Multivariate analysis of variance showed that repeated review was much more helpful to deaf students than to hearing students on the recall and recognition measures, but not on the higher level learning outcomes. It was further shown that hearing students outperformed deaf students on each of the four dependent measures. It was concluded that repeated review is more beneficial to deaf than to hearing students and that it selectively affects memory tasks (recall, recognition) more than tasks requiring higher level processing (concept acquisition, problem solving).