The study aims to investigate what teaching tools do teachers use and how do these tools influence on the inclusion of blind children in ordinary classrooms in a primary school. The study used qualitative approach and Interview method with teachers from one primary school. In depth interviews were chosen as the main instrument of data collection. Purposeful sampling and qualitative analysis was used in exploring and investigating the phenomenon of the study. Three special needs teachers for the blind in ordinary primary school were chosen as interview participants. This was to generate in-depth knowledge about the phenomenon what teaching tools teachers use and how do these influence the inclusion of blind children in ordinary classrooms in a primary school using special need teachers as informants. The main findings show teaching tools teachers use and their influence on the inclusion of blind children in ordinary classroom in a primary school include: Guidance based on teachers knowledge and skills, assessment during pupils learning process, feedback, instructional conversation, verbal information and task regular checks outs, The use of teaching materials, tactile demonstrations using real objects, creative and friendly learning materials for the blind, Auditory materials, and organizing braille materials basing on individual education plan. The main findings revealed that teachers had varied differences and similarities in the teaching tools which directly influence on the academic, social and physical inclusion of blind children in ordinary classrooms in a primary school.