Education of the visually impaired is associated with problems throughout the world. This problem is more pronounced in developing countries characterized by limited support, material, inadequate specialist teachers and negative attitudes towards people with visual impairment. The study sought to evaluate the implementation of inclusive education to the visually impaired in secondary and tertiary institutions in Mozambique. Questionnaires, observations and interviews were used in data collection. A sample of 110 respondents formed the study sample inclusive of students, teachers and lecturers. The study established that teachers were at different stages of concern. Most (68%) teachers seem to be on the stage of management on how best they can use available resources to make sure inclusive education works effectively. Additionally, some (22%) teachers are on the collaborative stage where they are ready to work for the success of inclusive education. Availability of support material and resources was seen falling below expected levels as most basic material is not provided for the learning of the visually impaired. Students (92%) with visual impairment acknowledged that they have problems of inadequate resources both material and human resources. It was recommended that teachers could be assisted to have an insight of providing brailed material and books to students by holding workshops and in-service courses about inclusive education issues. It is also recommended that most teachers be sent for extra training in dealing with the visually impaired in an inclusive setup.