Deaf Identity, as a concept based on Deaf culture, refers to how deaf persons/hearing impairment people identify themselves. Three diversity cultural groups, Han, Czech and Tibetan were adopted in present study. The compare of deaf identity issues on two majority groups, Han and Czech; and the compare of deaf identity issues on a majority group, Han and a minority group, Tibetan are explored based on Three Levels Culture Theory. Combination of quantitative and qualitative research is used to explain the difference and generality of deaf identity issues among the different culture contexts. Each group adopted different research methods because of language barriers. Questionnaire survey, semi-structure interview and narrative inquire were used in Han group, which is appeared in two compares. Questionnaire survey and structure interview were used in Czech group, and Tibetan group adopted semi-structure interview and narrative inquire to respond the research questions, the results as following: there are similar common influential factors with Han group, such as parents' educational background and the educational setting, but the religious ideas affect strongly the development of Tibetan respondents; Most of Tibetan respondents enjoy both deaf culture and hearing culture, who constructed or are constructing bicultural identity. At last, the difference and generality of deaf identity issues were compared according to three levels culture theory. The compared results of two majority groups, Han and Czech, show: Han and Czech cultures have the similar religious environment, but Han has the worse public attitude to deafness than Czech in the deepest level of cultures. On the middle level of culture, there is better Deaf culture surrounding in Czech cultural context. Han deaf people are experiencing the puzzle of "non-uniform sign language" from the surface of culture. The compared results of one majority group and one minority group, Han and Tibetan as follow: Han and Tibetan have the totally different religious values in the core of culture; Tibetan religious ideas are impacting on the every aspect of Tibetan lives. Tibetan special education is obvious poorer than the special education in Han region in the middle of culture. Moreover, on the surface of culture, there is similar sign language problem in two cultural contexts, Tibetan are also experiencing even more complicated studies of sign language. In addition, Tibetan parenting is more focus on the attitude and behavior of Tibetan children with special needs, not the cognitive development.