Contemporary research in the Gulf region underscores significant developments in teaching and learning aimed at enhancing students’ involvement in inclusive education settings (Al-Hendawi et al., 2023). However, the voices of visually impaired English language learners regarding their experiences in inclusive classrooms still remain largely undocumented, despite the valuable insights that can emerge when their unique perspectives are heard, acknowledged and understood (Al-Busaidi & Tuzlukova, 2018; Tuzlukova et al., 2023). This study aims to provide a comprehensive understanding of how visually impaired students navigate the academic and social dimensions of university life, including their engagement with the English language in both classroom and extracurricular settings, by exploring their perceptions of inclusion within university environments. It also examines the challenges they encounter and the strategies they employ to overcome them. By drawing on both existing research and firsthand accounts from visually impaired undergraduate students at Sultan Qaboos University, this study highlights the importance of fostering inclusive, accessible, and supportive university English language learning experiences and practice. By tuning in on student voices, it is hoped that educators, researchers, and policymakers will gain deeper insights into the critical need for personalized support systems that promote greater inclusion in language education.