This study aimed to describe a blind students’ encountered difficulties, strategies in problem solving, and conceptualization of mathematical concepts. Qualitative study, specifically a case study, was employed. It is a single case study under second rationale since the case represents an extreme case or unique case. The informant was selected through purposive sampling. That is, the informant must be totally blind since birth, has been enrolled in an inclusive education, and took mathematics subject. This study was anchored on constructionism and interpretivism with the use of thematic analysis. During the data collection, the researchers conducted classroom observations by being present as the class progresses and at the same time wrote narratives in the field notes. In addition, four in-depth interviews were conducted with the informant. These interviews were audio and video-recorded. Questions were verbally asked and the informant answered with the aid of Revised Newman’s Error Analysis. The results of the test given underwent triangulation. The data were then transcribed, analyzed, and interpreted inductively through thematic analysis. The difficulties experienced by a student with VI were translation of expression into mathematical form, application of correct algorithm, comprehension to the given problem, application of heuristics, and visual representations of linear equations. The strategies used were use of tactile objects, analysis through oral discussion and mental solvings. The math concepts learned were angle as a tactile object, arithmetic using abacus, fraction using braille, and polygons as manipulative tool. The result implies that a learner with visual impairment could learn mathematics through the use of tactile objects despite the difficulties encountered. Mathematical concepts that are commonly taught through visual representation may be taught to students with VI through concrete manipulatives. Mathematics teachers are encouraged to use Revised Newman’s Error Analysis Model as an assessment tool for students with VI. Curriculum makers and school administrators are recommended to develop innovations and policies that promote inclusion especially for students with VI.