This study investigates special education teachers' perceptions about project-based teaching methods, teacher roles, success and evaluation in Project-based teaching and traditional classroom instruction for HI Children. The analysis is based on qualitative data collected in public and private schools of Hearing Impaired Children. In depth analysis of interviews and observations revealed the in-depth perceptions of special education teachers. These views were based on degree of experience and environment of school. In general, project-based methods were preferred among Special education teachers, who mostly perceived themselves as facilitators and considered motivation and transmission of values central to their work. Special education teachers appeared to capitalize on the use of CALL and project-based teaching in future for HI children.