The role of residential staff at schools for the deaf across the country is an important one. Graduates from schools for the deaf consistently recount the positive influence of residential staff. The role of residential staff is to teach students, albeit informally, models of appropriate behavior and means of social interactions. However, very little research has been conducted to determine the extent of such influence or the characteristics or approaches of those who might most effectively promote such important changes in deaf students. Particularly, the demographical make up of residential staff as well as their ability to assist students in acquiring language is an area that requires more scrutiny. This study considered group demographics of residential staff at eight schools for the deaf across the country, examines frequency of literacy acquisition activities being provided by residential staff and determines if there is a relationship between these characteristics. This study also provides suggestions for staff training based on findings.