Abstract: The study sought to determine the influence of use of individualized educational program in teaching science subjects on academic performance in sciences of deaf students at Ngala school for the deaf in Nakuru County. The study used a descriptive case study design. The target population is 472 respondents at Ngala secondary school of the deaf. Quantitative data was presented using percentages, frequency tables and charts. The study found out that the teachers discussed their individualized educational program with their students after every continuous assessment test and during academic clinics. Interview with the Principal indicated teachers were using individualized educational program in monitoring learners performance though this was being done to a less extend. Observation in learning trend revealed that, though teachers maintained higher standards of academic learning which were not limited to Academic Clinic, marking of exercise books, follow up on students corrections and doing revision of continuous assessment tests, there was no documentary evidence to support existence of individualized educational program in school.The study concluded that there are no record to support existence of an individualized educational program in school as the Law requires. This had made many learners with special needs who required individualized educational program to lag behind hence creating a gap in performance in sciences in national examinations. The study recommended that there is need for intensive immersion of teachers on individualized educational program preparation which may include organizing in-service teachers training Courses on individualized educational program development.