The main purpose of this study was to assess the challenges facing visually impaired pupils on academic achievement in special needs primary schools in Bukoba District, Tanzania. The study was guided by specific objectives which were firstly, to examine the challenges facing visually impaired pupils on academic achievement in special needs in Bukoba District. Secondly, to examine the teachers‟ views on the extent of the challenges facing visually impaired pupils on academic achievement in special needs primary schools in Bukoba District and thirdly, to find out the out the strategies that should be taken to address the challenges facing visually impaired pupils on academic achievement in special needs primary schools in Bukoba Districts. Also, the study was guided by Maslow‟s theory and Normalization theory. Moreover, the study employed a mixed research approach under convergent parallel research design. The target population was 791, where by the sample size was 89 that includes 39 teachers, 47 visually impaired pupils, 2 Head of schools and 1 District Educational Officer. The researcher used questionnaires and interviews guides as the tools for research data collection. The study found out that inadequate teachers' training, financial constraints and inadequate teaching and learning resources were among the challenges facing visually impaired pupils that affect them in academic achievement; hence leading to low transition from primary level to secondary. Finally, the study recommends that the government should put much efforts on supporting visually impaired pupils through financial support as well as allowing more teachers to go for further training, besides providing relevant teaching and learning resources.