Aim and objective: To study the impact of Low-Vision Therapy and rehabilitation on the quality of visual life of visually impaired school-going Children. Materials and Methods: The LV Prasad–Functional Vision Questionnaire was used to analyze the functional vision performance of the study population in a simulated environment before and after visual rehabilitation intervention. Results: For 71 children, male to female ratio was 5:3 with a mean age of years 10.5± 4.3 (range: 6–16 years). At presentation, all children had low vision (<6/18) while 22% were severely visually impaired (VA <6/60–3/60) and 33% of children were blind (VA <3/60). With refractive correction and low vision devices for distance, 55% achieved normal vision (6/18 - 6/6).The statistically significant difficulty scores were highest for Q-5 blackboard copying (70%), Q-8 reading textbook at arm's length (73%), Q-9 writing along a straight line (73%), and in specific performances, namely Q-11 pinpointing dropped objects within the classroom (70%), Q-6 & 7 reading the bus no's (62%). In response to question no. 20, (75%) of children felt that their vision was much less than their peers. Optical devices were provided to 90% of children. For distance vision, a total of 15 spectacles, 59 telescopes, for near vision, 62 magnifiers were provided. Non-optical devices were provided to 62 children and exclusively to 10 children of whom 05 children from school for the blind were found fit for the Braille method. The mean of Quality of life assessment improved from 3.89 (Standard deviation from 1.48) to 5.12 (Standard deviation from 1.10) after 3 months of low vision intervention. Conclusion: there was a significant improvement in functional vision quality after low vision rehabilitation, especially in academic performance. It signifies the important role of early intervention, proper counseling of parents, and consistent follow-up to increase compliance in utilizing Low vision services.