While racial effects have been noted in the education of the deaf in a variety of ways, gender effects are difficult to identify and social class effects are not discussed at all. Further, it is possible that these effects interact to produce unique effects. To examine these issues, a re-analysis of data from a longitudinal study of 451 deaf adolescents in local public schools was conducted. Results support previous observations about racial and gender effects and suggest that social class is an effect in the education of the deaf. In addition, there is very limited evidence to suggest an interaction of the effects. What is perhaps more critical is that the concept of race in relation to deaf education is an ambiguous concept and needs to be considered in light of parental income, educational attainment, and language attitudes rather than as a global concept.