The significance of blindness for a child's development depends on many variable factors. A blind child who does not suffer from additional disabilities, who is well cared for by parents and is helped to compensate for his sensory loss is able to develop very much as others do. Different people have different perceptions on disability and for this case visual impairment. This study sought to establish the perception of students and teachers on the integration programme of students with visual impairment in secondary schools. The study was carried out in Ainamoi sub county, Kericho County, Kenya. A case study design method was used. The data collecting techniques included questionnaires, focus group discussion and document analysis. A total of 200 respondents participated in the study and data was analyzed using both qualitative and quantitative methods. The findings revealed that majority of the students had a positive perception of the policy of integration. This is attributed to the fact that some visually impaired students actually excel in class far much better than their sighted peers. However, those who negated this view cited a number of challenges that are experienced by the visually impaired students. Nonetheless, the teachers differ significantly with the student perception and attitudes towards the policy of integration. The reasons given are enormous and it emanates right from the fact that majority of them had not only been sensitized but that they do not have the required skills to handle the students who are visually impaired.