This paper assessed the accessibility of examinations and information for students with visual impairment, across different education levels in Tanzania. The study was guided by three research questions. While the first research question explored barriers to the accessibility of examinations for students with visual impairment, the second research question investigated barriers to the accessibility of information for students with visual impairment. The third research question focused on strategies than can improve the accessibility of examinations and information for students with visual impairment. The target population were students with visual impairment from two selected higher learning institutions. Purposive sampling procedure was used to select 16 students with visual impairment to be involved in a semi-structured interview and focus group discussion. Thematic analysis was used to identify, analyze, and record themes and subthemes from the data generated. The study established five barriers to examinations access: inappropriate examination formats and administration procedures, lack of examinations feedback from teachers, delays in examination time, incompetence of transcribers, and inappropriate grading system. The study further identified absence of assistive devices and/or lack of skills in assistive technology as major challenges to access printed information. Strategies to enhance the access to examination and information for students with visual impairment are also provided. It is recommended that the Tanzanian government allocate a special budget and encourage community participation in the provision of assistive devices and technology to enhance accessibility of examinations and information to students with visual impairment.