Information and communication technology influences various sectors includingrneducation. Today it becomes meaningless to produce students who are ICT illiterates andrnmost professions require lCT graduates. Due to this, the education sector of almost allrncountries have made attempts to incorporate lCT courses in their curriculum. In Ethiopiarnthis Information and Communication Technology course is given as an introduction forrnmost college and university students. It is also given for all students in the preparatoryrnschools. printed the course book in ink for grade 11 and 12. There were many studentsrnwith vision impairment who were attending their classes in these universities andrnpreparatory schools.rnThe central aim of this study is to investigate the challenges and opportunities of studentsrnwith vision impairment using 1CT The participants of the study 154. were students withrnvision impairment who attended and are attending the 1CT course in the Minilik IIrnpreparatory school. Yekatit 12 preparatory school and six departments (Amharic. English. Afan Ommo, Sociology, PSIR, History) and faculty 0/ law 0/ the Addis AbabarnUniversity. The other participants. 18, were lCT teachers, School Administrators/ department heads, and Education professionals/experts. The data were collected usingrnquestionnaire. interview. and focus group discussions. To analyze this data. qualitativernand quantitative methods were used.rnAs the findings, there was little awareness on ICT course in the selected sites. ICT coursernwas not given for department of Amharic, English, Afan Oromo, PSIR and History. Thernfirst, second and third year students with vision impairment at department of Sociologyrnand Faculty of Law had not take the course. Bur there were some students with visionrnimpairment who had take the course from the department of sociology and faculty of Low. In addition. students with l'ision impairment in the Minilik If and Yekatit 12rnpreparatory schools did not take the course. Concerning the attitude of teachers. therernwere negative attitudes on lCT course related to students with vision impairment. This creates negative feeling on most 0/ students with vision impairment that they are notrnequal with the Sighted students. They explained their discontent for not taking lCTrncourse. because they feel that they are far from the technology. Moreover. it makes themrnfeel behind the time and not to be users of technology and increased their dependency onrnuse personal reader and writer for every educational support. Due to this there were nornpractice of 1CT course for most of the students. Majority 0/ these students with visionrnimpairment also did not have support system of hardware, software, transcribed lCTrnhooks of Braille. audio and large printrnOn the other hand. the Ministry of Education did not adapt and transcribe the ICT inkrnbook into brad. large print and audio for the use of students with vision impairment. Thisrnshows that the Ministry of education which announced the inclusive policy. contradictrnit self excluded the needs of students with vision impairmentrnICT course should be given or' students with vision impairment fulfilling the necessaryrnhardware. software and other accessibilities for the need of the students so as to make thernvisual/v impaired students producti1'e citizens.