This study aimed to analyze the performance level of independent living skills of students with visual impairments and blindness. The independent living skills were measured by rating scales in 4 subcategories of the skills. The subjects for the study were 284 students at school for the blind. Their teachers were asked to rate total 377 items of 4 subcategories (helath-safety, clothing, eating-cooking, household) with 6-Likert scale. The collected data was analyzed by SPSS 22.0 to test differences from background for each school grade, such as sex, onset of visual impairment, visual function, presence of other disabilities, and type of living. The study result showed that in both the health-safety subcategory and the household subcategory, the adventitious group scored higher than the congenital group(onset of visual impairment) and the low vision group scored higher than the totally blind(visual function). The differences turned out statistically significant in the elementary school group and the high school group. In the clothing subcategory and the eating-cooking subcategory, the adventitious group scored higher than the congenital group(onset of visual impairment) and the low vision group scored higher than the totally blind(visual function). The differences were statistically significant in the elementary school group, the middle school group, and the high school group. The students with visual impairment scored higher than the students with other disabilities with a statistically significant difference in all the school groups of all subcategories. The result implied that teaching independent living skills to students should depend on their background information even though they are at school for the blind. Each skill item should be carefully designed and taught although there was no statistically significant difference in terms of sex and type of living. Finally, the study suggested a further study consider a level of the difficulty of the skills.