Researchers who have investigated factors that influence the physical fitness of children have concluded that higher levels of physical fitness are associated with frequent participation in vigorous physical activity (Colchico, Zybert & Basch, 2000), frequent participation in physical education classes (McKenzie & Sallis, 1997), and parents who present effective models of a fit and active lifestyle (Biddle & Armstrong, 1992). Given that most children who are deaf are physically similar to hearing children, the same factors probably explain much of the variance in the physical fitness levels of deaf children. However, it is still unclear why deaf children generally score lower on physical fitness tests than hearing children (Goodman & Hopper, 1992). The purpose of this study was to identify disability-specific factors that might influence the physical fitness performances of deaf children. The sample included 30 boys and 21 girls aged 100.94±17.83 months with profound hearing loss. A valid and reliable modified version of the popular Fitnessgram test battery was used to assess physical fitness. Test items included percent body fat (skinfolds), cardiorespiratory endurance (PACER), abdominal strength/endurance (curl-ups), upper body strength/endurance (push-ups), and flexibility (trunk lift and sit-and-reach). Appropriate communication procedures, using a combination of sign language and spoken communication, were used to explain and administer the tests. Information about demographic variables, physical activity participation, and hearing loss was obtained from a survey completed by parents. A multiple regression analysis showed that regular participation in physical activity accounted for the most variation in the physical fitness performances of deaf children, consistent with the research literature. In this study, parents' hearing status was the only disability-specific influence on fitness levels, with 80% of the children with two deaf parents participating in three or more sessions of physical activity per week, compared to 37% of children with at least one hearing parent. Etiology and school placement (regular class versus special school) did not have a statistically significant impact on fitness levels. These results suggest that the recommendation for regular participation in vigorous physical activity is certainly valid for deaf children, and also that parent education may be needed for hearing parents of deaf children to encourage a healthy lifestyle for their children.Keyword(s): adapted physical activity, exercise/fitness, physical activity