Deaf learners frequently have better visual-spatial memory but shorter memory spans than hearing peers. Recent research, however, has suggested that deaf students are no more likely to be visual learners than hearing students. At the same time, several visual-spatial abilities previously thought to be augmented among deaf individuals have been shown to be related to sign language skill rather than hearing status. Using complex working memory tasks, this study (in collaboration with Thomastine Sarchet, NTID and Alexandra Trani, Georgia State University) is exploring the influence of hearing status and sign language skills on working memory. Both deaf and hearing students with and without sign language skills are involved in three working memory tasks that vary in the involvement of language, sequential memory, and visual-spatial memory.