The general objective of this study was to assess the Regular School preparedness for rnTeaching Children with Visual Impairment in integrated classroom setting. The study was rnconducted in Oromia regional state at Sebeta secondary school. The participants of the study rnwere58 students with visual impairment, 1 special needs educator, 1 school principal and 5 rnteachers. The study conducted using mixed research method, particularly sequential rnexplanatory design. Interviews, observations and questionnaires were employed as rninstruments for data collection. The data collected through interview was qualitative and rnanalyzed by thematic analysis. The dominant themes captured and presented through rnnarratives. Data collected through questionnaires was both quantitative and qualitative rnnature. Descriptive statistics such as frequency, percentages, mean and standard deviation rnwere used to analyze quantitative data. The showed that Sebeta secondary school is rnpracticing integrated school and this practice created the opportunities for students with rnvisual impairment to learn in an integrated classroom. However, the study found out that rnthere are challenges that affect the education of students with visual impairment in an rnintegrated school. Again, it was found out that educational challenges of students with visual rnimpairment include lack of knowledge about the needs of students with visual impairments, rncomputer application, optical aids, and braille writing materials, issues of mobility, funding, rnlibrary resources, negative attitude towards students with visual impairment and physical rninfrastructural facilities. Finally, the researcher recommends that as long as the existing rnchallenges to students with visual impairment are multi-dimensional, their solutions and rninterventions need comprehensive work of teachers, family and community efforts at Sebeta rnsecondary school.