A key aspect of life quality is life satisfaction. Interest in this construct has increased among children and adolescents over the past decade given the differential mental health and educational outcomes associated with life satisfaction reports. Nevertheless, most research has used general samples of students, with very little understood of how youth with disabilities view the quality of their lives. Further, many students with disabilities live and/or are educated in totally segregated residential schools or segregated day school programs. It is thus unclear how life satisfaction reports may differ with respect to these environmental settings. Using the "Multidimensional Students' Life Satisfaction Scale," global satisfaction, as well as satisfaction ratings across a number of life domains was compared among Deaf/Hard-of-Hearing(D/HH) youth living in residential settings and D/HH youth attending day school programs. These reports were also compared with a group of hearing peers. Results revealed that the inter-domain correlations, regression coefficients, and satisfaction mean scores varied between the disability and non-disability groups, and with respect to environmental setting. Implications of these findings conclude the paper.