Auditory-verbal therapy (AVT) is an instructional approach for children with hearing loss (HL) that emphasizes auditory learning. Studies relating to the effectiveness of AVT usually relate to speech and language outcomes of young children receiving AVT. Little is known about outcomes of these children later on, such as academic achievements. The purpose of the present study was to fill this void by examining academic achievements of AVT graduates (study group) in comparison to individuals with HL who did not receive AVT (control group). Parents of 52 adolescents and young adults participated in a telephone survey. Information was merged with administrative data of the National Insurance Institute of Israel. Results indicate positive correlations between receiving AVT and academic variables. Significant differences were found between the study and control groups in all grades. AVT had a positive contribution to Hebrew and literature grades. These results suggest that AVT graduates outperform adolescents and young people with HL who were not rehabilitated via this rehabilitative approach.