This monograph reports a qualitative case study that unveiled three hard of hearing student´s perspectives and retrospectives on the L2 learning. The inquiry identified a problem that seems to go unnoticed, the lack of understanding of the condition of hard of hearing individuals taking a foreign language. The data came from three adults, with the pseudonyms of Clinton, Edison, and Ludwig, whose narratives that took form of interviews and autobiographical writings offered a perspective and a retrospective of their experience. Although there is a body of literature on pedagogy for the Hearing loss, few works collect the students’ point of view. The findings refer to three human development dimensions: affective, communicative and attitudinal. The Affective Dimension referred to family, classmates and teachers’ sympathy or lack of it toward their condition. The Communicative Dimension involved the participants’ perception of communication with teachers, classmates, and their selfperception of communication. The Attitudinal Dimension involved the perception of the attitude of teachers, institutions, and self-attitude towards L2 learning. As expected, the participants reported that listening exercises and tests with loudspeakers did not facilitate understanding; they felt it was unfair. In addition, some of their teachers did not make special arrangements. The author of this monograph faced hearing loss since her childhood and had difficulties to fully access the information provided in teacher-centered classes. The findings hope to contribute to the understanding of how people with disabilities make sense of their L2 schooling. Participants agreed that this invisible disability requires the support of communities, and more importantly, the understanding and the implementation of specific didactics for Hard of Hearing individuals engaged in learning another language.