This study compared the ability of college students with deafness and typical college students to transfer and apply their math computation and problem-solving skills to similar problems presented under different conditions. Thirty-seven students with deafness and 12 hearing students were given 30 math problems to solve that were presented under graphic and word conditions. The problems were matched for similarity and difficulty for the two conditions. The results showed that both groups of students were comparable in transferring and applying their math skills to solve the varied problem sets within the graphic condition and the first problem set of the math word problems. When comparing performance between the graphic and word conditions, the data show that the hearing students performed consistently across both conditions. In contrast, the problem-solving performance of the students with deafness was not consistent across the graphic and word conditions. A comparative analysis with respect to reading abilities showed that students with deafness with reading levels at the 9.3 grade level or higher performed significantly better on more complex and difficult word problems when compared to those in the 7th and 8th grade reading range. (CR)