|The transition education which is at issue in special education recently aims to promote transition from school to society as the integrated full-time job and education, service for adult life, independent life or society participation and so on. It is important that the transition education is carried on in consideration of belief, value, skill, aptitude, interest, preference, and character of individual students. The transition education is required to have qualification, acquire information, knowledge, skill for job they liked as well as the basic skill of learning by intensive education in school age with career education considering preference and interest of children since childhood. And the transition education needs to be performed throughout all life, because post management and service have to be provided constantly to improve job performance and maintain stable their jobs by constant self development after getting a job. However, the studies conducted until now are about the employment rate, type of work, income for hearing impaired students but there are nonexistent studies of factors related factors of transition education. Therefor, the objects of research are to investigate the related factors of transition and to consider the actually conditions and improvement solutions to the transition of hearing impaired students by using meta-analysis and qualitatively comprehensive analysis. The results of research are summarized as follows: First, this study analyzed effects of factors related transition for hearing impaired students depending on time series, service participants and so on. It had the largest effect on the transition education for hearing impaired students depending on time series when they are in school age, and then when they prepare the job, maintain the job had the effect in order, The school had the largest effect on the transition education for hearing impaired students depending on service participants, next the local community, work, family, and hearing impaired students had the effect in order. And regarding the effect of service participants for subarea of transition for hearing impaired students, the school had the largest effect on learning and communication, career maturity, self identity, social adaptation skill and psychology that they are included in factors immanent. That is the school is very important participant for transition of hearing impaired students. While, the local community had the largest effect on preparing job and whether or not they have job and the work had the largest effect on condition and environment of work next family, and then local community in order, among the external factors or environmental factors. Finally, the work had the largest effect on adaptation skill in the work, occupational stability, but school had a negative effect. Second, regarding the actually conditions and improvement solutions to the transition of hearing impaired students, this study showed the transition education is standardized without considering the individual characteristics of hearing impaired student. And the budget support of government and local community for transition education were very lack, also showed that there is a chronic shortage of teachers for transition education. Therefore through the results of this study, the transition education was focused on the service by school and local community. But the transition for hearing impaired student couldn`t be successful by just only service of school or local community. Even if there are the differences among the service participants, the successful transition education could be completed by the united efforts of service participants. And the transition education need of activation of transition training, offering the chances to reinforce to ability of occupation teachers, service depending on needs and characters of hearing impaired student, programs to develop the adaptation skill in the work and so on.