This descriptive-correlational research determined the parents’ level of receptive sign language skills and its effect on the academic achievement of their child with hearing impairment. The participants of this study were the fifteen (15) parents of grades IV, V, and VI students with hearing impairment at SPED-Integrated School for Exceptional Children. A researcher-made instrument patterned after the American Sign Language (ASL) Receptive Skills Test was used to measure the parents’ level of receptive sign language skill. This instrument was duly validated by jurors. Descriptive statistics employed were mean and standard deviation while inferential statistics used were Kruskal-Wallis test and Spearman rho. The results of the study revealed that the parents’ level of receptive sign language skills do not have an effect on the academic achievement of their child with hearing impairment. However, it is worth noting that the subjects for this study were already in mid-elementary. Hence, the students with hearing impairment may not be as dependent on the sign language skills of their parents as those students who are younger. It is equally important to note that children at this age may be more skilled in sign language. Therefore, their academic achievement may not be influenced by their parents’ receptive sign language skills. Based on the above results, the following are recommended: the basic sign language skills training may be conducted to those parents with children in the lower grades and that it may be conducted once a month rather than only at the start of every school year; the parental involvement of the parents of these children with hearing impairment may be further developed; parents should have more interaction with their children to practice their use of sign language; and children whose parents are the participants of this study should have trainings on enhanced sign language skills for them to develop their communication skills, thus improving their academic achievement.