The study examined Instructional supports (sign language interpreters, Note takers ) and learning style as predictors of academic achievement of students with hearing impairment in biology. The study adopted Survey design of correlation type. 224 students with hearing impairment were drawn from seven schools that offered biology in West Africa Senior Secondary School Certificate Examinations. A purposive sampling technique was used to select students with hearing impairment from the schools. Students’ Inventory on Instructional Supports (SIIS) and Grasha-Riechmann Student Learning Style Scale (GRSLSS) were used to collect data. The face and content validity of the instruments were ascertained. The reliability coefficient Of Students’ Inventory on Instructional Supports (SIIS) was determined using Cronbach Alpha and it was found to be reliable at 0.77 while the students’ learning style scale was determined using Cronbach Alpha and it was found to be 0.85. Based on the findings, it was recommended that students with hearing impairment should be provided with instructional supports since most of them were visual learners. Also, School principals should organize sign language workshops and seminars for teachers to improve academic performance of students with hearing impairment in Biology among others.