The impact of the orientation and mobility program on virtually impaired students at public schools is not properly addressed in recent educational research. This provides to assess the use of mobility curriculum for special education of visually impaired students in Pakistan. The involvement of mobility and orientation as elements of special education are considered for the research. Using the quantitative research method, the paper develops a questionnaire instrument for the 250 students at public schools in the city area of Rawalpindi, Pakistan. The Kerjice and Morgan (1970) sample selection formula yields effective results that indicate nurturing situations for visually impaired students. The research finding shows that impaired students can be mobilized with a positive orientation toward higher grades performance in learning. The facilitation provided to visually impaired students with fewer psychological learning barriers results in active classroom participation. It is recommended that psychological counseling be given due preference for orientation and mobility curriculum for visually impaired students.