Examined was the relative effectiveness of four Ontario programs in integrating 195 hearing impaired elementary and secondary students into regular classrooms. Ss in settings classified as full integration, integration with itinerant help, partial integration, and partial segregation were given tests of hearing threshold, aural and oral functioning, intelligence, achievement, self concept, and speech intelligibility. Teachers were asked to provide data in six areas, including the student's social adjustment in school and the teacher's knowledge of hearing impairment, and parents were interviewed about such aspects as the child's hearing aid use at home. Ss in different programs were found to differ in terms of hearing level; there was a general decrease in hearing level from settings of more to less integration. Among other findings were that regular teachers who were in contact with an itinerant teacher knew more about hearing problems than those who were not; that Ss who were fully integrated has higher reading, language, and speech intelligibility scores than elementary segregated or secondary partially integrated Ss; that fully integrated Ss at the elementary level were better adjusted than Ss in itinerant-integration settings, while the self concept of itinerant-integrated and fully integrated secondary Ss declined the longer they were integrated. A comparison of successful and unsuccessful Ss was used to develop guidelines for integrating into regular classroom students with moderate and severe hearing losses. (CL)