This project explored habilitation service provision for children and young people with vision impairment across the UK. Using detailed case studies of how current delivery of habilitation training is experienced by children and young people, their families and the professionals involved, we explored notions of quality in habilitation services; whether and how services are achieving the learning outcomes set out in the Quality Standards in the Delivery of Habilitation Training; the problems that service users face in accessing habilitation services; and the issues facing professionals involved in the delivery of habilitation. Accessibility and quality of habilitation services across the UK is highly variable. The data illustrate the incredibly high value and importance of habilitation training to children, young people and their families. However, whilst there are many examples of excellent services, there remain considerable gaps in service delivery, with some areas failing to provide adequate services. Particular weaknesses in services surround provisions for young people upon leaving school, especially if they are leaving education. Supports available to parents are also especially lacking. The concept of habilitation is problematic; the lack of clarity of exactly what it is and who is responsible for delivering its various components it is at the heart of the problems of responsibilities for funding and delivery. Tackling these problems requires clarification of roles and responsibilities at conceptual and practical levels. The professionals involved in the delivery of habilitation services are under-valued and marginalised. Many face repeated departmental restructuring, changing job roles and employment insecurity, yet remain dedicated and motivated despite these frustrations.