In this research, the opinions of visually impaired professional music education students regarding distance education were thoroughly examined. As distance education has become a prevalent model in today's educational landscape, it is crucial to assess its effectiveness and sufficiency for students with special needs. The study focused on a diverse group of visually impaired students enrolled in both undergraduate and graduate programs in music education. Data were collected through semi-structured interviews, which allowed for in-depth exploration of the students' experiences and perspectives. These interviews were then analyzed using content analysis techniques, revealing key themes related to the students' educational experiences. The findings highlighted several significant deficiencies in the distance education model, particularly regarding accessibility. Many students reported difficulties in navigating online platforms and accessing course materials, which hindered their learning experiences. In response to these challenges, the research proposed various suggestions aimed at enhancing the distance education model for visually impaired students. Recommendations included improving the accessibility of online learning environments, integrating assistive technologies, and providing tailored resources that accommodate different learning styles. By implementing these changes, educational institutions can create a more inclusive and supportive environment for visually impaired students pursuing professional music education, ultimately fostering their success and engagement.