This study aims to provide basic data for the improvement of school working environments based on the task analysis of various experiences of secondary school teachers with visual impairments in the field of education. Out of 71 secondary school teachers with visual impairments working at nationwide public general schools and special schools except for the interviewer, 14 teachers who agreed to participate in the study had the focus group interview based upon questions of the teaching experiences of secondary school teachers with visual impairments, with the questions being created by the interviewer. The results of this study derived 37 themes and 15 thematic bundles that have been categorized into five domains of workplace environment experience, teaching experience, administrative work experience, expertise experience and interpersonal relationship experience. The experiences of secondary school teachers with visual impairments in teaching profession are as follows: First, teachers with visual impairments expressed the concerns about the changes in the working environment, and called for the improvement in terms of the physical, material, human and administrative working environments. Second, teachers with visual impairments felt 'confidence' and 'inferiority' in their classes as categorized in the teaching experience domain, and they complained the difficulties in guiding the students in their daily lives. Third, teachers with visual impairments encountered difficulties in doing administrative works partly because of a lack of experience in such areas, and they expressed the need to develop the tasks that can be performed by them through task analysis. Fourth, teachers with visual impairments felt the 'confidence' about their expertise while making ongoing efforts to enhance their expertise. However, they pointed out the lack of care and support in on- and off-line teacher training sessions. Fifth, teachers with visual impairments were having problems in the forming of the relationships with senior supervising teachers, fellow teachers, students and parents, with their personal efforts to make good relationships being also needed.