Access to education remains a critical pathway to the social and economic development of persons with visual impairments, yet faith-based institutions’ contributions to inclusive education remain underexplored. This study examined the role of the Africa Gospel Church (AGC) in enhancing access to education for visually challenged persons in Bureti Sub-County, Kericho County, Kenya. Anchored on liberal education and social inclusion perspectives, the study adopted a descriptive research design and employed a mixed-methods approach. The target population comprised 1,610 church members drawn from 23 AGC churches. Stratified, simple random, and purposive sampling techniques were used to select respondents, including church leaders, members, and visually challenged persons. Data were collected using questionnaires, interviews, and focus group discussions, and analyzed using descriptive statistics and Pearson correlation analysis, with qualitative data thematically analyzed. Findings revealed that the AGC provides limited and largely non-targeted educational support to visually challenged persons. A majority of respondents disagreed that the church pays school fees, offers scholarships, or provides braille and assistive learning resources for visually impaired learners. Correlation analysis indicated a statistically significant positive relationship between construction of educational facilities and the development of visually challenged persons, while other forms of educational support showed weak or insignificant relationships. The study concludes that AGC’s educational interventions are insufficiently disability-responsive, thereby limiting meaningful educational access and development outcomes for visually challenged persons. It recommends adoption of deliberate inclusive education strategies, investment in assistive learning resources, expansion of inclusive educational infrastructure, and strengthened partnerships with government and disability-focused organizations to enhance sustainable educational inclusion.