Social skills are a set of learned behaviors that develop from an early age by observing interactions from the environment in different contexts and with different outcomes. These skills help an individual to interact successfully with other people and ensure positive social outcomes for the person. Vision deficits in blind and visually impaired children will limit opportunities for spontaneous learning of social skills, so it is necessary to physically model and demonstrate different social behaviors and interactions in different circumstances to them. Adolescence is a developmental period in which, in addition to numerous physical and mental changes, many social challenges also occur. This period is characterized by exposure to various new social experiences and situations that require the acquisition of new social skills and the development of social competence. The aim of this paper is to investigate whether, according to teachers, there are differences in the field of social skills between high school students with visual impairment with regard to their gender and the degree of visual impairment. The research involved 5 teachers, more precisely professional associates from the Vinko Bek Center for Education, who assessed the social skills of 24 high school students. Eight of them were blind (33.3%), and 16 students were visually impaired (66.6%), and 8 are girls (33.3%) and 16 boys (66.6%). A social skills subscale of the Social Skills Improvement System instrument was used to assess students' social skills (Gresham and Elliot, 2008). Teachers assessed students' social skills in the areas of communication, cooperation, assertiveness, responsibility, empathy, involvement, and self-control. The results of this study have shown that there are statistically significant differences between blind and partially sighted students in the field of social skills. It was also shown that there are statistically significant differences between male and female visually impaired students.