The purpose of this study is to find out the reading inclination of students with visual impairments by a survey and to analyze the three factors, reading media, reading instructions, reading environment, which affect reading activities of students with visual impairments. To analyze the factors, this study used a questionnaire with 240 secondary students who enrolled at 12 schools for the blind nationwide. The conclusion of this study can be summarized as follows. 1. Reading Inclination of students with visual impairments First, this study reveals that the purpose of reading for students with visual impairments is to acquire knowledge, information, and cultural understanding. Many of the students read 2 or 3 books every month steady and slow. Blind students demonstrates higher tendency to acquire information through reading compared to students with low vision. Second, as for the use of electro-media, more than half of the students use them at least once in a while which means that the number of students with visual impairments who try on-line information access is gradually increasing. However, blind students prefer braille books. Students with low vision use printed books as the main reading medium and get more interested in recorded books recently. It can be concluded that students with visual impairments still acquire information through traditional reading media. Infrequent use of electro-media can be caused by the fact that students with visual impairments have the lack of capacity to use computer and they also have difficulty to understand unclear electronic voice. Third, students with visual impairments are most interested in domestic and foreign novels, poetry, science and/or technology books which means that they read for cultural understanding and pleasure. Higher grades show interests in oriental medicine as physical therapy related to academic subjects. The study demonstrates that students with visual impairments do not have any follow-up activities after reading. 2. Factors to encourage reading activities of students with visual impairments The results of hypotheses verification related to the three factors, reading media, reading instructions, reading environment, which affect reading motivation of students with visual impairments are as below. First, as for blind students, the order of factor importance is as follows; reading environment, reading media, and reading instructions. Second, as for students with low vision, the order of factor importance is as follows; reading media, reading environment, reading instructions. Third, among three factors, only reading instructions show meaningful difference between blind students and students with low vision. The results reveal that reading instructions have bigger influences to students with low vision than to blind students. It can be concluded that the order of factor importance demonstrated difference by group. Though each factor does not present meaningful difference statistically, it has influences on reading activities of students with visual impairments practically.