Individuals with visual impairments are prone to inactivity. Promoting both physical activity and social engagement are important with respect to later life satisfaction and overall health. Though hard to estimate the effects of low vision/blindness on the development of motor skills and other critical life satisfaction variables, it is unquestionable that visual impairment affects all aspects of development in children. As an intervention, physical activity holds great promise for improving the quality of people's lives as well as reducing the risk of illness (US Department of Health and Human Services, 1996). For this reason, many school physical education programs focus on activities that target fitness and other affective learning. However, students with visual impairments have potential deficits in both fitness and social learning. The purposes of this study were to identify the relationship between social engagement and physical activity in school age children from a Midwestern school for the blind. Also of interest in the current investigation was an examination of how curricular offering was associated with both physical activity levels and social engagement. Observational techniques where used to assess physical activity and social engagement with peers in 19 school age children with visual impairments (ages 6 to 18). Using the Children's Physical Activity Form (CPAF) (O'Hara et al., 1989) and the Engagement Check (EC) (McWilliam, 1990) recordings of each participant during physical education were used to determine relationships between variables. Specifically, these variables were correlated to level of vision, along with an analysis of dependence of curricular offering on CPAF and EC scores. A significant relationship between social engagement and level of vision (rs = -.48, p < .05) were found. No significant relationships were observed between social engagement and physical activity (rs = -.21, p < .05), nor did level of vision loss related to physical activity (rs = -.19, p < .05). Further no dependence between physical activity and curricular offering (¥ö2 = 10.93, p = .09) were noted. Level of vision and its impact on social engagement were consistent with other studies supporting the need for attention to social goals and objectives for children with high levels of vision loss. Further study is needed to determine if both social and physical activity values for children can be improved by curricular offering. Study of children with visual impairments in integrated contexts is also needed to determine the impact of inclusion on these and other important variables. Keyword(s): adapted physical activity, physical activity