<p>Home and school collaboration improves the social skills and resilience of children with visual impairment (VI). The current study explored the effect of home-school collaboration intervention on social-emotional competence in preschool children with VI. This research was an experimental study with pre-test, post-test and follow-up design with a control group. Thirty children with VI and their mothers were randomly chosen from Special School in Yasouj, Iran. Participants were randomly divided into treatment (<i>n</i> = 15) and control (<i>n</i> = 15) groups. The treatment group attended in a ten-session home-school collaboration intervention, while the control group attended the placebo sessions. Mothers of children with VI in both groups responded to the Social-Emotional Assets and Resilience Scale for Preschool (SEARS-Pre) three times, at pre-test, post-test, and follow-up phases. The results of Repeated Measures ANOVA showed that the main effect of the time factor on social-emotional competence in participants was significant (<i>p</i> = .001, η² = 0.98), and the effect of the intervention factor was also significant (<i>p</i> = .001, η² = 0.94). The research suggests home-school collaboration can promote social-emotional competence in preschool children with VI. The results of this research increase the interest of teachers and parents of these children in home-school collaboration, which indicates its scientific value. Moreover, this intervention can be used as a treatment for improving social skills and emotional assets in children with VI.</p>