This manuscript is an extract of one of the second research questions from a PhD an on-going study on teaching learners with visual impairment. The study established traditional teaching methods used and their effect on classroom participation and academic performance of learners with visual impairments in Zambia. The work was an attempt to address the problem of poor academic performance of learners with visual impairment in Zambia. Among the factors that can be attributed to the poor performance of these learners is the teaching methods used. It was discovered that, traditional teaching methods were question and answer, expository, enquiry, group discussion and demonstration as part of the teaching method used in helping learners acquire academic concepts and skills taught to them. The outcome of using these methods were that it contributed to their poor academic performance and classroom participation. Lack of participation in the classroom was clearly seen for example the learners were passive. Their poor academic performance was noted in learners for example when they were asked a question they were giving wrong answers or not responding at all and in their failure to grasp the concepts and skills