The present study investigated the relationship between emotional stability and study habits among visually impaired students studying at secondary and higher secondary levels in Raipur district of Chhattisgarh. Emotional stability is an important psychological factor influencing students’ academic adjustment, learning behaviour, and overall personality development. Visually impaired students often face educational, social, and emotional challenges that may affect their study habits and academic performance. The study employed the descriptive survey method. A sample of 105 visually impaired students was selected from a blind school in Raipur. Data were collected using an Emotional Stability Scale and a Study Habits Scale. Statistical techniques such as Mean, Standard Deviation, and t-test were used for data analysis. The findings revealed a significant positive relationship between emotional stability and study habits. Students possessing higher emotional stability demonstrated better study habits, concentration, time management, and academic discipline. The study highlights the need for emotional support systems and inclusive educational practices to enhance the academic development of visually impaired learners.