This article examines the perceptions of inclusive education in Lagos, Nigeria, based upon in-depth interviews conducted with students with visual impairments during the month of July 2013. The results and discussions are situated within critical disability theory. Despite decades of inclusive education policies, the findings of the study show that Nigerian students with disabilities continue to face a lack of instructional support and discriminatory attitudes. Often, students with disabilities are compelled to rely on their peers rather than teachers for instructional support, potentially reinforcing their subordinate status in these schools. The findings suggest that inclusive education programming in Nigeria must attend to the school environments and extend to communities where these children live. The article makes recommendations for policy.