Based on the importance and the effectiveness of early intervention services for infants, toddlers, and preschoolers with visual impairments,  the purpose of this study was to examine the national survey of service providers who work with young children with visual impairments in America and to produce the fundamental research materials for actualization of visual impairments and early childhood special education. Therefore, this study was to present the necessities and problems of early intervention services for infants, toddlers, and preschoolers with visual impairments and show the potential options of early intervention services. This research suggested the following to be the professional competencies and responsibilities for early interventionists: 1) ability to facilitate the development of a positive caregiver-child relationship, 2) ability to increase functional vision through environmental enhancement, visual skills training, and visual motor skills training, 3) ability to facilitate the development of compensatory skills-tactile or auditory awareness and discrimination, 4) ability to promote braille literacy skills through the provision of braille books, tactile development activities and adult reading models, 5) ability to select and utilize assessment tools that are age appropriate and educational resources, 6) ability to recognize and support the family concerns, priorities for promoting development of their child.   To further advance the educational standards for visually impaired children, this research suggests enforcing educational institutions that can effectively provide early intervention services.