This research aims to reveal the reasons why students with visual impairments (VI) prefer distance education, their experiences in the distance education process, and their expectations after university graduation. For this purpose, a study was conducted with seven university students with VI. The research employed a case study method, with data collected through semi-structured interviews and analysed using content analysis techniques. This analysis determined that distance education posed both various difficulties and created a multitude of advantages for students with VI. Elements of accessibility and support services offered by universities played a vital role in both the positive and negative experiences of students with VI in distance education. Additionally, this study found that students with VI held a variety of expectations for themselves and society after university graduation. The study results are discussed in terms of future research and practice.