Recently, higher education institutions (HEIs) have been striving to make matters of inclusion a top priority in their educational environments. Utilizing a qualitative case study approach, this paper provides an exposition of the learning conditions experienced specifically by students with visual impairments (SVIs) in a higher education institution in Zambia. Through qualitative data collected from research participants via interviews, observations, and document analysis, the study revealed that the institutions lack programs and facilities to enhance academic progress. Lack of structured support systems for SVIs, the use of modes of instruction that lack sensitivity for these students and poor assessment practices that do not encourage proper learning among SVIs were the difficulties encountered. The HEI have an opportunity to become inclusive by devising policy guidelines and provisions of resources for all students, particularly those with visual impairments.