This study was set out to investigate the difference between the academic achievement of children with visual impairments in mainstreaming and inclusive education. Two research questions and two hypotheses guided the study. Twenty five students who attended mainstreaming and inclusive education were selected for the study out of which sixteen were selected as sample for the study. Data for the study was collected using a content analysis rubric (proforma). The mean and standard deviation was used to analyse the data collected and the results were presented in tabular form. Findings of the study showed that no significant difference existed between the Mathematics and English Language achievement of male and female students with visual impairment. The study also showed that gender had no effect on the Mathematics and English Language performance of students with visual impairment in WAEC during the period of mainstreaming and inclusive education. Some recommendations were made that will help in the teaching of Mathematics and English Language to children with visual impairments.