The study assessed the extent to which the presence of gaze direction affected sighted raters' perceived evaluation of the competence levels of elementary-aged visually impaired children. Sighted individuals (N=160) were randomly assigned to view one of four randomized videotapes of two visually impaired children without gaze direction (pre-training skill level) and two children with gaze direction (post-training skill level). All raters viewed the same children although not necessarily in the same condition. Each videotaped sequence showed a child responding to a randomized set of questions while involved in a conversation with two adults. A mixed design, one between-one within-subjects design, was employed to assess the main effects of the one factor which was randomized (the videotape viewing groups), and the one factor which involved repeated measures (Condition 1--pre-training skill level video sequences, and Condition 2--post-training skill level video sequences). Analyses revealed that when children manifested proper gaze direction they were evaluated as having higher social competence, as being more intelligent, and as having a greater ability to compete in the sighted world as an adult. (Author/CL)