Inclusive education has emerged as a global priority, yet learners with visual impairments continue to face systemic barriers in mainstream classrooms, particularly in SubSaharan Africa. This study investigates the role of inclusive instructional materials in shaping pedagogy and learner engagement within Cameroon’s bilingual secondary education system, focusing on Government Bilingual High School, Mendong. A mixed methods design was employed, combining classroom observations, semi-structured teacher interviews, and learner surveys. Quantitative data were analyzed using descriptive statistics and correlation measures, while qualitative data were subjected to thematic analysis. Findings reveal that audio resources (78% availability) and teacher-produced aids (65%) are the most accessible and strongly correlated with learner engagement (r = +0.72 and +0.68) and teacher satisfaction. In contrast, Braille textbooks (32%) and tactile graphics (28%) remain scarce, with weaker correlations to engagement (r = +0.41 and +0.39), limiting independent study and equitable participation. Assistive technologies demonstrate moderate availability (40%) and potential impact, though teachers report insufficient training to integrate them effectively. Qualitative insights highlight challenges, including resource scarcity, high costs, bilingual adaptation difficulties, and time constraints in producing improvised aids. The study confirms that the availability of inclusive instructional materials enhances learner engagement and teacher effectiveness, while scarcity perpetuates exclusion. It underscores the need for systemic investment, teacher training, and integration of assistive technologies. By aligning with Cameroon’s Vision 2035 and international commitments under the CRPD and SDG4, the findings provide actionable recommendations for strengthening inclusive pedagogy and advancing equitable education for learners with visual impairments.