The study examined the use of Computer Aided Assessment (CAA) in Mathematics assessment of students with hearing impairment at Federal College of Education (Special), Oyo. The study adopted a descriptive research design. The population consists of all the seven (7) Mathematics lecturers in the mathematics unit, Department of Science Education, School of General Studies Education and the nine (9) lecturers in Mathematics department, School of Science, Federal College of Education (Special), Oyo. This makes the population of sixteen (16) Mathematics lecturers. Total enumeration of the population was used as the sample. A Self-constructed and validated questionnaire tagged “CAAMASHI” was used with reliability coefficient 0.89 gotten from cronbach alpha. Two research questions guided the study. The finding reveals that the level at which Computer Aided Assessment in Mathematics for students with hearing impairment at Federal College of Education (Special), Oyo are used is slightly high and challenges faced based on the study are epileptic power supply, low availability of computers, Mathematics questions involving manipulations and simplifications are not easy to answer using CAA, Unstable internet services, sign language literacy, ICT facilities for mathematics assessment are obsolete. Based on the study, it was recommended among others that the college management should integrate CAA platforms into the mathematics assessment policy to ensure consistent use for students with hearing impairment.