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This study evaluated the adapted science and mathematics books for students with visual impairment in inclusive classrooms in Tanzania secondary schools. It was conducted in 14 regions using qualitative and quantitative approaches. Data were generated from a sample of 19 heads of school, 103 students, and 77 teachers. The findings of the study show that the books are appropriate for students with visual impairment. However, they lacked enough tactile illustrations and pictures. Further findings revealed that lack of braille knowledge among some teachers limited them from using the books. As such, a few teachers who had braille knowledge had started to use the books while those with limited knowledge did not. Most teachers reported lack of appropriate pedagogy for handling special needs in inclusive classrooms. Therefore, although the books are appropriate, a lot needs to be desired in building teachers' capacity to use the books. Various inclusive methodological knowledge to teachers needs to be ensured. Furthermore, the books must be improved to include more tactile graphics and pictures to make them more reader-friendly for students with visual impairment. Other educational books, including three-dimensional (3D) models, should be part of the adapted books.