This study investigated the social and academic self-concept of students with vision impairment who are enrolled in schools and vocational courses in South Australia. Interviews were conducted with 14 students with vision impairment, 5 parents, and 4 teachers. These data reflected a range of viewpoints from which to examine the research question. The findings revealed that some of the students with vision impairment experienced social isolation due to factors attributed to their vision loss, their inability to drive a car, and the bullying that they faced from sighted peers. However, it was found that students with vision impairment were able to socialize better in an online environment as opposed to in the classrooms, thus indicating the importance of the information superhighway in their lives. In reference to the academic self-concept, it was revealed that although students with vision impairment demonstrated a general readiness to new learning, certain factors should be in place for this to happen successfully. Teacher’s abilities and expertise, provision of suitable support services, and supportive home and classroom environments were identified as key factors. These findings have implications for teachers, special educators, and a range of support professionals in the education sector.