The purpose of this study was to examine how art instruction was provided in school for the visually impaired. The subjects were art teachers from 12 schools for the visually impaired. A survey and individual interview were conducted to find out instructional setting and methods for each area of art curriculum, including aesthetic experience, expression, appreciation, and for each of primary, middle and high school courses. The findings of this study were as below: firstly, regarding teaching environment, a vast majority of the art teachers investigated spent most time dealing with the expression area in which students made or decorated things by using tactile sense. They prepared lesson plans to be appropriate for individual traits and disability levels of students who had blind or multiple disabilities. After art classes, they gathered opinions from students, and utilize them to improve teaching plans and methods. In some cases, computer was utilized for teaching aid, however, teaching materials available for art instruction for students who have visual impairment are still limited. Secondly, as for teaching method, art teachers preferred observation learning in the aesthetic experience area, and provided individual guidance in the expression area. In the appreciation area, teacher-centered simultaneous teaching was prevailing. And they chose teaching methods suitable for the characteristics of each course and school. Most of the teachers viewed field study as effective for aesthetic experience, and considered individual guidance appropriate for the expression field. And theme-based small-group guidance was regarded as effective for the appreciation area. Also, they are basically favored field study in the aesthetic-experience area to have student feel beauty, but discussion-centered teaching method was utilized instead, as students who had visual impairment found it difficult to move. The expression area was mostly taught individually, and in drawing class, the teachers placed more stock in drawing process rather than in finished work. The concept of color was instructed in the context of everyday life, and carving and modelling was widely dealt with.