Poor academic performance among learners with hearing impairment is a global problem. This study aims to determine the significance of communication and collaboration as predictors of academic performance of learners with hearing impairments. Using descriptive correlational design, including 131 respondents selected purposive sampling, the regression analysis of surveyed data revealed that the predictive variables have a significant combined degree of influence (7.8%) on the criterion variable; likewise, each has a significant influence as a predictor. This conclusion affirms the Social Constructivism theory. Further research may be pursued using other variables not covered in this study to trace the 92.2% variance in academic performance.