Astronomy being a Science associated with visual representation is considered to be difficult to learn for the vision impaired (VI) learners. The authors of this paper had used a Technology Based Inquiry Learning Approach for creating equitable learning opportunity that aimed to provide conditions to learn Astronomy concepts for all students. The present article explores the factors which represent barriers and enablers to participation in Astronomy classes for VI students. Semi-structured interviews were conducted with eleven VI students who were studying in Standard 6th in a special Education Institution in Mumbai. The daily reflections of the authors and the observations of the facilitators were also collected for the study purpose. Interpretative Phenomenological Analysis revealed six higher-order themes: the academic constraints, curricular adaptations, pedagogical intervention, optimum use of assistive technology, unquestioned trust in the learners and partnering with the stakeholders. The first theme being a barrier whiles the remaining being the enablers. The paper presents the concluding remarks with reference to the equity in Education for all disabled learners. Keywords: Vision Impairment, Technology Based Inquiry Learning, Assistive Technology