The students with hearing impairment exhibit language and communication deficit significant enough to interfere with their academic achievement. This has being of great concern to researchers over the years. This study examined the relationship between socio-demographic factors and the academic achievement of students with hearing impairment in the Federal College of Education (Special), Oyo. The Descriptive survey research design of correlational type was adopted. Peer Pressure Scale (r=0.75), Teacher-Student Relationship Inventory (r=0.85), and Student Cumulative Grade Point Average (CGPA) were used for data collection. A multistage sampling procedure was used to select eighty (80) participants drawn from 200 and 300 level students with hearing impairment, while purposive sampling technique was used to select the institution. The finding revealed that there was a significant relationship between socio-demographic factors (interpreter-students relationship and age of onset) and the academic achievement of students with hearing  impairment. Interpreter-students (r = .228, p< .05) and Age onset (r = .764, p< .05) have significant relationship with the academic achievement of students with hearing impairment, while school environment and peer influence have no significant relationship with the academic achievement of students with hearing impairment. Also, there was a multiple correlations (R) of 0.768 a multiple R square of 0.590, (Adj. R2=0.556) which means that 55.6% of the variance in the academic achievement of students with hearing impairment was accounted for by the independent variables. The significance of the joint contribution was tested at p<0.05 using the F-ratio at the degree of freedom (df- 6/73). The analysis of variance for the regression yielded a F-ratio of 17.480. Special educators and other professionals in the education of students with hearing impairment should take cognizance of these  factors for decision-making to foster better academic achievement of students with hearing impairment.