In order to successfully satisfy the needs of visually impared students included in mainstream education and to ensure that their academic and social mainstream experiences are positive, it is important to consider their perspective. Respecting their opinions and experiences will enable us to efficiently identify and overcome obstacles to high quality educational inclusion. The aim of this paper is to explore wheather there are statistically significant differences in the visually impaired students' assessment of their teachers, special education teachers and their peers, regarding to their gender and deegree of visual impairment (blindness and low vision). This study included 34 visually impaired students, of whom 17 were male and 17 were female students. 26 students in this study had low vision, and 8 were blind. Students aged from 14 to 19 years. All students attended mainstream primary schools. At the moment 20 students are attending secondary school in Centre for Education of Visually Impaired „Vinko Bek“ and 14 students are attending mainstream secondary schools in Croatia. Questionnaire that was used was specifically created for this study. In this paper, 3 parts of the questionnaire were used: Assessment of teachers, Assessment of special education teachers and Assessment of peers. For the descriptive analyses of the results, a standard Statistical package for social sciences IBM SPSS 20 was used. Model of Robust discriminational analyses was used for testing the differences between groups of respondents, and oneway ANOVA was used to identify variables that affect the differences among the results. The results have shown that : there is a statistically significant difference in the visually impaired students' assessment of their teachers, regarding to their gender and degree of their visual impairment; there is a statistically significant difference in the visually impaired students' assessment of their special education teachers regarding to degree of their visual imapirment and also, that there is a statistically significant difference in the visually impaired students' assessment of their peers regarding to degree of their visual impairment. Statistically significant difference wasn't found in the visually impaired students' assessment of their special education teachers and their peers, regarding to their gender.