The principal purpo e of thi study was to assess challenges of teaching visually impairedrntudents in an inclusive clas room in two selected second cycle primary schools of Amhararnregion.rnTo achieve this objective a descriptive survey method was employed and data were collectedrnthrough in truments such as questionnaires, interview, focus group discussion and observation.rnThe respondents were 45 teacher, 42 visually impaired students, 16 sighted students, principals,rnvice principals and the coordinators of visually impaired students in both schools. Teachers andrnvisually impaired students were given two sets of questionnaires which sought their responsesrnregarding challenges to teaching visually impaired student in an inclusive classroom. Interview .rnand focu group discussion were conducted with the schools administrator and 16 sightedrnstudents respectively. The data that collect~d through questionnaires were tabulated andrnanalysed using mainly percentage and mean in a few places, whereas, the data collected throughrninterview, focus group discussion and observation were analyzed by categorization, directrninterpretation and developing generalization based on the data obtained.rnConcerning the results, the main findings shows that most teachers and principals have lack ofrnunderstanding regarding the concept of inclusive education although there are some teachersrnand coordinators who have limited and good understanding about it.rnThe findings shows that teachers have negative attitudes towards teaching in an inclu ivernclassroom Moreover, it shows that teachers have faced problems in playing their roles and inrnemploying different teaching strategies in an inclusive classroom due to lack of training, largernclass size, heavy teaching load, abseflce of wide classroom etc. Furthermore, it shows thaIrnchronic shortage of special materials in the students hand and in the schools library,rninconvenient learning environment are among practical problems that strongly challenge thernteaching learning process in an inclusive classroom