Mathematics is crucial in science, technology, and engineering career paths for all individuals, including Students with Visual Impairments. This study examined teachers' perceptions of experiences and challenges that primary and secondary school Students with Visual Impairments faced concerning the learning of mathematics in Botswana. A descriptive survey research design was used in this study and data was collected from 84 participants. Mann Whitney U and Kruskal-Wallis tests were used to determine differences in teachers' perceptions by position and school type respectively. Moreover, content analysis was used to summarize responses to open-ended questions. Teachers perceived that Students with Visual Impairments experienced barriers in key areas such as concept development and problem-solving, braille literacy, resources and support, instructions and modifications, and attitudes and the learning environment. Significant differences were noted among teachers' perceptions based on whether they taught at a primary or secondary school. It is recommended that mathematics interventions for SWVIs should include creating a supportive learning environment, as well as collaboration within schools, between schools, and with external entities.