The purpose of this study was to identify challenges that students with visual disabilities faced in the primary schools of Weldeya town in Ethiopia. Principals, students with visual disabilities and teachers were invited to take part in the study. With this, a phenomenological design was used to investigate the experience of participants regarding school challenges of students with visual impairment. The researcher used a semi-structured interview, focused group discussion and observation checklist to gather data. Then, the data were analyzed thematically which were preset in relation with research questions. Through the discussion, environmental inaccessibility, inflexibility of financial guidelines in schools and lack of training among teachers were identified as major school challenges for education of students with visual impairment.