This article presents research investigating the match of children's needs against provision in the context of the increasing use of non-VI designated and non-specialist forms of provision. The data suggest that despite a lack of access to training, either through award bearing or long courses, teachers' confidence and feelings of competence may be quite high (although not as high as for other disability areas). Teachers' levels of confidence in relation to different aspects of the teaching task are also consistent with limited knowledge of the implications of a visual impairment on providing children with appropriate learning opportunities. Given current legislation within the UK with respect to Disability Discrimination it may be timely for local authorities to consider more strategically the placing of children and their access to staff with specialist training. (Contains 6 tables.)