Early childhood experiences are very imperative in affecting childrenâ€™s holistic development andrnalso their capacity to contribute to the wellbeing of the society. However, this possibility is notrnmerely accessible for many children with visual impairments. The purpose of this study was tornassess the practices of early childhood education for children with visual impairment regards tornthe instructional practices, accessibility of classroom and outside classroom physicalrnenvironment and parent school communication. Moreover, the study was aimed to identify therngood practices and challenges in supporting preschool children with visual impairment. In orderrnto attain the purpose, interview, FGD and field observations were employed. Results indicated,rnthe school is offering snack, guidance and counseling service, medical and financial support.rnThe results for analysis provided the specific information of instructional contents, in some wayrngiven attention to the socio emotional, mathematical and language development of children.rnHowever, instruction is failed to notice the value of storytelling, singing, creative movement, andrnplay that help children to promote their development. The study finds out less attention is givenrnfor family role at home in supporting children with visual impairment. Also, lack ofrndocumentation is noticed as a challenge. Classroom is accessible for children with visualrnimpairment; Pathways, water taps and the toilet are also favorable and accessible however,rnthere are no outdoor playing materials. In order to improve the beginner class services forrnchildren with visual impairment, research forwards the school to use age appropriaterninstruction, build up documentation of academic records and advancement in parent schoolrncommunication. Also the researcher forwards to government officials working together to makernpreschools accessible for children with visual impairment