Students with low vision are likely to use an inappropriate literacy medium as the emp hasis shifts in focus from sight conservation to sight utilization in the field of education for such students. The purpose of this article was to explore the strategies for selecting appropriate literacy media at special schools for students with visual impairments in Kore a. The following principles for selecting literacy media were presented and discussed: (a) individualized selection, (b) multiplicity of literacy tools, (c) priority on basic literacy, and (d) match between the literacy medium and the intended reader. The procedures and gene ral guidelines for selecting literacy media were described. For the initial selection, team members need to collect and interpret data on the primary use of sensory channel, workin g distance and size preferences, visual impairment, and additional disability for each stude nt. For the follow-up selection, they are expected to collect and analyze information on the functional use of vision, reading efficiency, academic achievement, hand-writing, fatig ue, and functional literacy tools. This article concluded with recommendations, such as co mposing literacy medium selection committee, increasing the number of therapists, providi ng in-service training in braille and optical aids, and revising school-based curriculum, for improving the practice in selecting literacy media at special schools for students with visu al impairments.