For students with visual impairments, Information and Communication Technology (ICT) has become an important means through which they can learn and access learning materials at various levels of education. However, their learning experiences in using such form of technologies have been rarely documented, thus suggests society's lack of understanding and/or interest about the effectiveness of such technologies in responding to the learning needs of people with visual disability. Following narrative inquiry design, the research question that guided this study is: What are your learning experiences of using Information and Communication Technology at an Open Distance Learning institution in South Africa? The narratives were obtained in two ways, namely a written form and then followed up verbally using one-on-one interviews with each participant and were analyzed qualitatively. The findings are presented in the following themes: (a) challenges with mathematical, scientific and accounting signs; (b) difficulty in accessing graphic learning materials; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) unfulfilled promises; and (f) inflexible pedagogical practices. These challenges occur alongside perceptions, which narrowly view students with visual impairment as incapable of following particular subject streams [career], conceptions that make such students blame themselves for having impairments. The findings of this study will contribute towards the improvement of learning experiences of students with visual impairment in institutions of higher learning and fostering positive conceptions about visual impairment.