Interventions can be designed to support the interactions of children with visual impairments with their learning environments. However, there is a need to develop systematic and theory‐based interventions for supporting children with visual impairments and additional disabilities in their learning environments. This exploratory qualitative study aims to develop a logic model for parents/guardians teachers, and children with visual impairments who attend preschool or primary school by using the Medical Research Council framework for complex interventions. The data were collected in two stages using qualitative data collection methods and in total 27 participants took part. Analysis of the collected data revealed that complex factors can impact on children’s interactions with their learning environments. Subsequently, a logic model was developed based on the findings which indicates the importance of a holistic approach through partnership to address the needs of this population.