This paper investigates how specialist teachers of learners with vision impairment (i.e. teachers who have had specific and/or additional teacher training in the area of vision impairment education) in Turkey and England conceptualise their roles in supporting learners with vision impairment (VI) using Bronfenbrenner's ecological systems theory as a conceptual lens. Through comparative analysis of the findings of interviews with thirty specialist teachers of learners with VI in Turkey (n = 17) and England (n = 13), the paper identifies similar and different aspects of the teachers' conceptualisations of their roles "with" the learner and with other agents "around" the learner. The findings mainly suggest that the concept of promoting/developing independence is commonly understood as concerning "teaching" independent living skills to learners, including mobility and self-care skills within mostly the school setting in Turkey. In contrast, that role was conceptualised in a broader context in England, such as "developing" independent living, independent learning and self-advocacy skills, involving other agents "around" the learner within and between home and school settings. Given the similarities and differences between the perspectives of specialist teachers on their multi-layered roles in two countries, the paper provides greater understanding of the specialist role of those teachers. It also offers a methodology to others who wish to explore and emphasise the distinctive roles of specialist teachers in their own settings.