Students with disabilities have been facing issues in English proficiency improvement and limitations in material accessibility. This, too, happens to Students with Visual Impairment (SVIs). However, as announced in the United Nations' commitment to create equity in inclusive education, particularly in SDG Goal 4, it is vital for educators to draw attention to this issue. This qualitative study explores the perceptions and experiences of SVIs using Microsoft's Reading Progress program to develop English reading skills, particularly fluency and pronunciation, at a university in Thailand. Through a narrative inquiry approach, six Thai undergraduate students with visual impairments (SVIs) were purposively selected to narrate their perceptions and experiences through semi-structured interviews on the program assisting SVIs with English reading skill improvement. The collected data were analyzed and categorized into six themes regarding Pronunciation Improvement, bridging the Gap between Silent Reading and Pronunciation, Enhancing other English skills, and The Role of Microsoft's Reading Progress Program in Enhancing Confidence in English Reading. However, challenges were revealed in the areas of accessibility facilitating SVIs users. Lastly, additional experiences also emerged under the themes of Balance Between Pronunciation and Comprehension. The study's implications are beneficial for educational institutions and policymakers to take accessible learning solutions into account under the unique needs of students with visual impairment and, importantly, to enhance equity in inclusive education.