Objective: Vision plays an essential role in the process of development. Also, segregated and integrated educational settings have different educational outcomes. The present study compared the level of depression and anxiety among students with visual impairment in day and boarding schools. Method: The statistical population consisted of all blind high school students in Tehran, Iran, covered by the Special Education Organization. Eighty students were selected as the sample and assigned to four groups of 20 (two female and two male groups). Half of the participants studied in day high schools and the other half in boarding high schools. In this causal-comparative study, Beck's Depression Inventory and Spielberger’s State–Trait Anxiety Inventory (STAI) were employed to measure the level of depression and anxiety of blind students. Two-way ANOVA was used in order to investigate the effect of educational setting (day versus boarding school) on the students’ level of depression and anxiety. To measure the predictive power of variables, multivariate regression analysis was run. Results: The results revealed that students of boarding schools were less depressed and more anxious, while gender differences were non-significant in terms of depression and anxiety. Moreover, findings indicated a negative relationship between the duration of residence in boarding schools and the blind students' level of depression. Conclusion: Since the levels of depression and anxiety between two groups of students in day and boarding schools were significantly different, the results of the present study can be used to improve the mental health of students with visual impairment.