The purpose of this study was to examine children\'s peer relationship disposition by the presence or absence of visual impairment and gender and the peer relationship of children with visual impairments by gender, degree of disability and the form of residence in an attempt to lay the groundwork for bolstering inclusive education, character education and children\'s sociability. The subjects in this study were 249 school children who were in their fourth, fifth and sixth grade. Out of them, 104 children were selected from schools for youth with visual impairment across the nation, and 145 children were selected from elementary schools in the regions of Daejeon and Cheongju. The findings of the study were as follows: First, as for the influence of visual impairment and gender on peer relationship, the interaction between the presence or absence of visual impairment and gender had no effect on peer relationship, but there was a difference in peer relationship between the children with visual impairments and sighted children. Their gender made a difference to their peer relationship as well. Second, the children with visual impairments were different from one another in peer relationship according to gender. Third, there was a difference between the blind children and children with low vision in conflicts/standoff, which was a negative peer relationship, but no difference was found between the two in positive peer relationship and overall peer relationship. Fourth, the children with visual impairments were different in peer relationship according to the form of residence.