Individuals with visual impairments have a greater need to be physically fit because in comparison to sighted peers they have increased demands for energy to carry out everyday tasks (Lieberman & McHugh, 2001). Further, their level of vision influences many critical areas such as motor learning, ability to interact in games, and understanding of spatial concepts. Learning deficits coupled with a lack of visual cues make movement less efficient and even hazardous. This study was undertaken to identify relationships between social engagement and physical activity in school-age children who attend a mid-western school for the blind. The purpose was to identify the relationships between physical activity and social engagement pattern in students with visual impairments. No relationship in the children studied was found. Further, the study of the association of curricular offering with physical activity levels indicated low activity levels across curricular offerings. Finally, age was the only determinant for physical activity in the individuals with visual impairments studied. More research is required to identify other factors that might stimulate increased physical activity and social engagement in individuals with visual impairments in structured physical education settings.