This article examines the communication barriers and relationships between hearing and non-hearing college students in a classroom setting. Twelve college students, six female and six males, between 18 and 22 years of age took part in this ethnographic study during a sixteen week course in public speaking, conducted at the University of Colorado, Colorado Springs. This study included participant observations, in-depth individual interviews, and focus groups. These students, which consisted of eleven hearing and one non-hearing student, completed five required speeches during this study; two of which required working within groups of two to three students respectively. During this period, specific non-verbal and verbal communications became apparent and developed into what was considered the "invisible barrier." The results of this study will offer suggestions for educators who work with the hearing-impaired student in the public speaking courses. Appended are: (1) Critique Form; and (2) Hearing-Impaired Critique Form. (Contains 4 notes.)