The study investigated teachers’ classroom behaviours and achievement motivation of students with hearing impairment in special schools in Rivers State. Correlational
research design was used for the study. Three null hypotheses were formulated to guide the study. The population of the study consisted of all the students with hearing impairment in Rivers State. Simple random sampling technique was used to select a sample of 60 respondents for the study. A self-designed questionnaire titled: ‘Teachers’ Classroom Behaviour Questionnaire (TCBQ) and Achievement Motivation Inventory (AMI) were used for data collection. The reliability coefficient for (TCBQ) and (AMI) were r=0.81 and r=0.71. Pearson Product Moment Correlation (PPMC) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The study revealed that there was a high positive and significant relationship between teachers’ classroom communication skills, teachers’ classroom listening skills, teachers’ classroom teaching method and achievement motivation of students with hearing impairment in special schools in Rivers State. It was recommended among others that; Special and regular teachers should develop good listening skills by being patient with their students in class, especially when questions are posed and answers expected. Such virtue motivates and encourages hearing impaired students because it gives them a sense of belonging, which has the capacity to promote their achievement in school.