Disability is not limited to a place or to a race but it transcendence across the borders and therefore it is an issue of global concern. Africa has portrayed a wide gap between the educational needs of the physically challenged persons and the services available. It is then not surprising that one percent of the physically challenged persons in the sub-region enrolled in recognized special schools and programs (Special Education Bulletin for Eastern and Southern Africa, June 1987). Ndichu (2003) reports that ‘after a successful experience in Nairobi integrated education for visually impaired, MOEST in 1989 initiated the Kenya Integrated Education Programme (KIEP) for visually impaired in 19 districts and by 2004, Kenya had 34 districts under integrated education’. This paper was concerned with establishing the role played by this programme in educating and rehabilitating visually impaired and blind students. A case study design method was used. The data collecting techniques included questionnaires, focus group discussion and document analysis. A total of 200 respondents from Kericho County, Ainamoi Sub-county participated in the study. These included; head teachers, teachers, sighted students, paraprofessionals and supervisors. Both qualitative and quantitative approaches were employed in data analysis. The findings revealed variations in the evaluation of the programme towards rehabilitation and education; whereas teachers say the programme is not a success due to lack of proper equipment and skills, the impaired students feel comfortable being involved in the integrated programme. The study thus recommends that integration programme be embraced with clear policies that support the same including equipment for special needs of the blind and visually impaired.