Research has shown, and educators in the field have acknowledged, that students with visual impairments (those who are blind or have low vision) who are in general education, as well as in special education, settings, can lack social competence (Bauman, 1973; Davidow, 1974; Doll, 1953; Hatlen, 2000, 2003; Huebner, 1986; Sacks, Kekelis, & Gaylord-Ross, 1997; Sacks & Silberman, 2000; Schindele, 1974; Stockley & Brooks, 1995; Tuttle, 1987; Van Hasselt, Hersen, & Kazdin, 1985). For a person who is visually impaired, social competence is a key component of a positive self-concept, higher self-esteem, more assertive behavior, and the ability to accept one?s disability as a part of oneself. This article describes