Difficulty in hearing is recognized as one of factors which deter communication between people involved in conversation. Its invisibility in the learning process particularly in higher Institutions makes easy for teachers to forget about it and treat the students as if they are all normal. Mixed research methods were employed for this study whereas both qualitative and quantitative data were collected from two selected government higher learning institutions. Statistical Package for Social Science (SPSS) programme was used for analyzing quantitative data, and content analysis was used for analyzing qualitative data. The study revealed that admission systems in the surveyed institutions were not helpful in identifying and planning for the needs of Student with Hearing Impairment (SWHI). As a result, majority of lecturers and instructors were not aware of the presence of SWHI in their institutions. Furthermore, none of the surveyed institutions had either instructors or translators with skills to teach SWHI. Moreover, no extra coaching was provided to SWHI. None of the surveyed institutions had set future plans for easing learning and teaching environment to SWHI. The study concludes that lack of lecturers with special skills to attend SWHI stand to be a very big challenge to the surveyed institutions. Admission systems had not been of any help to identify and plan for SWHI needs, other disabilities other than hearing impairments have been considered. It is recommended that institutions have to consider SWHI academic needs as well as learning environment (teaching equipments and presence of special teachers or translators as well as books and Information and Communications Technology (ICT) intended for SWHI. In this regard, the higher learning policy in general should set priorities and make sure that those plans are realistic, reliable and implementable. Otherwise, teaching and learning environment are subjecting SWHI to fail examinations unnecessarily.