Physics is a science subjects offered in the 8-4-4 system in secondary schools in Kenya. However, previous studies have indicated low performance in the subject by learners with hearing impairment in the Kenya Certificate of Secondary Education (K.C.S.E) examination in comparison to other subjects, thus limiting their ability to pursue Physics related courses after high school. This study sought to evaluate the Physics curriculum content suitability for learners with hearing impairment in Kenya and its effect on performance. Constructivist, social learning theories and descriptive research design guided this study. Data was collected using questionnaires, interview schedules and document analysis and was then analyzed using descriptive statistics such as frequency tables and percentages. Four schools from four counties; Machakos, Nyeri, Migori and Kakamega were selected through purposively. The sample comprised 4 heads of department, 6 teachers of Physics and 78 students taking Physics. The findings revealed language barrier, unadapted Physics curriculum and missing scientific signs to teach Physics to learners with hearing impairment contributed to low grades. As a result, the Physics curriculum could not meet their needs, implying its unsuitability for learners with hearing impairment in Kenyan secondary schools. The study thus recommends, adaptation of Physics curriculum to meet the needs of learners with hearing impairment.