This article focuses on the school experience of a year 12 student with vision impairment. Few studies have looked at school experiences from a student's perspective, although the belief is that through research focusing on listening to students with disabilities their perspectives will become part of the solution to provide equity and quality in education. This single-case phenomenological study used Interpretative Phenomenological Analysis (IPA) to give voice to the student. Social issues were identified as one major factor impacting on the student's academic achievement and sense of well-being. This article concludes with proposals from the student to facilitate inclusive practices for future students.