In the English teaching context, teachers encounter students who have different special educational needs, such as visual impairment (VI), which refers to a disability of the sense of sight ranging from low vision to total blindness. This kind of problem has a negative impact on English language learning because it does not allow learners to complete learning activities in the same way as sighted learners. Therefore, this phenomenological qualitative research explored the experiences in the teaching and learning process of two VI learners and their teacher in a public school in Latacunga, Ecuador. Data were collected by interviewing and observing these learners and their teacher during their English classes. Then the collected data were transcribed, coded, and thematised using Braun and Clarke's (2006) thematic analysis framework. The study showed that there were positive attitudes towards the English teaching and learning process. These attitudes were an indication of inclusive education and progress in the teaching-learning process. Furthermore, the teaching strategies and materials used successfully provided VI learners with better opportunities to learn English despite the teacher's lack of training. However, there were some negative aspects, such as learning difficulties associated and not associated with the disability, the lack of training and specialized resources for the teachers, and problems of communication and classroom management, all of which hindered these students' learning.