Objective: This study compares visual- motor skills in school-age students with and without profound hearing loss. Methods: The present research method was causal-comparative. Utilizing Test of Visual-Motor Skills-Revised (Gardner, 1995) standardized by Farahbod and Minaei, 2002, forty-one (20 males, 21 females) students with profound hearing impairment and the same number of normal students were selected. The students were selected from two different groups of boys and girls schools with 6 to 12 years old from Alborz province. Results: The findings of this study revealed a significant difference between visual-motor skills of students with profound hearing loss and normal students (P<0/01). In addition, other variables including visual-spatial, visual analysis and visual motor integration skills were also significantly different in the two groups (P<0/01). Conclusion: This study concludes that visual-motor skills are affected in children with profound hearing loss. Therefore, applying the evaluation of visual motor skills and appropriate rehabilitation programs for children with profound hearing impairment could be recommended.