The present study explored the factors which represent barriers and enablers to participation in Higher Education for students who are visually impaired. Semi-structured interviews were conducted with nine visually impaired students who were studying at a Higher Education Institution in the United Kingdom. Interpretative Phenomenological Analysis revealed four higher-order themes: the student's attitude (i.e. self identity, positive aspects of being visually impaired, engagement with support), institutional provision (i.e. campus navigability, central services support, school-level support), external support (i.e. travelling to and from campus, external financial support) and others' attitudes (i.e. parental attitudes, staff attitudes). These findings are discussed with reference to how institutions may enhance the experience of not only visually impaired, but all Higher Education students. (Contains 1 table.)