Social skills are learned behaviors that develop throughout life by observing and imitating interactions in different situations from the environment. These skills help an individual to cooperate effectively, interact with others and to function successfully in the social environment. Visual impairment limits the possibilities for spontaneous learning of the same, therefore it is necessary to verbally describe and demonstrate different social behaviours to blind and partially sighted children. In the process of developing social skills, parents play a big role because they are the first socialization factor the child encounters. Their most intensive development takes place at school age, especially adolescence - a transitional period between childhood and adulthood characterized by numerous physical, emotional and cognitive changes and social challenges. The aim of this paper is to determine whether, according to parents, there are differences in the field of social skills between high school students with visual impairments with regard to gender and the degree of visual impairment. The research involved 20 parents of adolescents with visual impairment: 9 parents of boys and 11 parents of girls. According to the degree of visual impairment, 11 students were visually impaired and 9 were blind. A subscale of the instrument Social Skills Improvement System (Gresham i Elliot, 2008) was used for the assessment of social skills. Parents assessed their children’s social skills in the areas of communication, cooperation, assertiveness, responsibility, empathy, involvement, and selfcontrol. The results have shown that there are statistically significant differences in the field of social skills between boys and girls with visual impairment and between blind and partially sighted students.