This study investigates the efficacy of awarding single, all-encompassing certificates to teachers of hearing-impaired students. To determine whether more than one type of certification could be justified, 190 teachers and professionals rated the importance of 55 competencies for teachers of hearing-impaired students. The ratings were analyzed with a nonparametric analysis of variance. The findings presented evidence of the need to modify the practice of providing the same certification for all teachers of hearing-impaired students. The results indicated significant differences between the ratings of the teachers from the state residential school and the teachers from the day school and significant differences between the ratings of teachers of various grade levels.