The education process cannot be expected to happen for every individual, because individual differences really influence the education process in the individuals. Especially the education of the individuals who need private education should encompass a more important process, because normal education standards are not sufficient for such individuals most of the time. However, according to the principle of equal opportunity in education, it is necessary that the so-called conditions be provided for the individuals who need private education equipped with equal opportunities. In the course of the education process of the disabled students, it is normal that they could experience some problems due to their limitations based on their obstacles when it is assumed that the aforementioned interactions do not own visual aspect or they own very little visuality and they need various methods during problem solving. In addition to the problems such as the lack and deficiency of visual side, the ability to learn is seen to be quite obstructed in the students that feel inefficiency during education process, particularly when the sense that they fall behind other students comes to the fore. At the same time, the techniques which function for other students are seen not to work for such disabled students. For that reason, in terms of effective entities in learning, such kind of students who have the same age as others certainly need “Private Education” (Kıvrak, 2003:303). In that direction, it shouldn’t be forgotten that giving lessons to such students in accordance with traditional methods slows them much more (Agay, 1981:277). It is seen that it is more efficient to start the education by adding suitable ways to the present method without thoroughly ignoring traditional methods. The most basic teaching method in that step should be that the teacher must detect the physical limitations and problems resulting from the student’s drawbacks; in addition, he must well analyse the psychological conditions that the current limitations and problems have created. It requires patience and careful planning to teach disabled students (Agay, 1981:277). The success of the programme constituted according to individual differences depends on the healthy evaluation of different ability, perception and attitudes (Kıvrak, 2003:303). In the light of all those before-mentioned, when the situation of the visually-impaired student is analysed correctly in view of both psychology and musicality, and the steps to be taken and the methods to be used should be carefully planned, it is possible to reach the targets. The likely problems which the visually-impaired students who continue education process in view of correct materials and methods are experiencing can be minimally reduced. As a result, the student’s self-confidence will increase and the effect of this situation on the education will be rather positive. In this study, it has been aimed that the individual course of a visually-impaired student and the current situations during the course are detected in the course of piano lesson which is continued at musical education – major branches and at the same time the suggestions for solutions in that respect are displayed. The possible answers to the questions as to what is the background of a visually-impaired student who read at Selcuk University Ahmet Keleşoğlu Education Faculty Musical Education Major Branches from 2008 to 2011 and his readiness in the music lessons, what is the level of readiness on education between piano instructor and the visually-impaired student, how the visually-impaired student’s study process with piano is, how the process of piano education is and whether the student benefited from the technology have been searched. The model of situational study has been used in the study. Situational study is that an individual or a community that is desired to be analysed by the researcher is to be comprehended within their natural contexts. The situation in this study is the visually-impaired student who has piano education. That’s why, since the presented situation becomes shaped within their conditions, it is only available for the relevant individual and also limited to the experiences of both the teacher and the student. The data of the study have been obtained by means of the methods such as observation, interview and document analysis. The research group of the study is composed of the student who evaluates his own piano education process and two teachers who conducted various piano lessons between 2008 and 2011. The data have been obtained by using the method of interview and observation, one of the qualitative investigation methods. One of the techniques to provide for the data in depth and abundantly among the most used methods of interview is “half structured interview technique”, which has been used in this study. The interview has been made with the visually-impaired student getting piano lesson and two instructors giving piano lesson to the student in two different periods by directing general questions about the preparation period, the impediment and the evaluation of the piano lesson. So as to increase the accountability of the interview, an expert’s view has been taken and as a result of the study, the documents have been given to the interviewees again, and they have been asked to make a general review over them and complete the missing parts. As for the observation, when a work suitable for the level of the student (Haendel’s Rem Variation) is given, the process of the work’s decipher and operation is taken under record and the observation period is taken under evaluation by two distinct researchers. The data obtained from interviews and observations have been arranged under six major titles, with the analysis of characterization method. As a result of the attai