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This paper elucidates the way that teachers constitute the reality of a school for the blind as having a unique order different from ordinary schools. In addition, depending on the membership categorization analysis of the ethnomethodology, this paper considers how such a constitution of reality can define the career formation and the career differentiation of students. Eglin and Hester, who have promoted membership categorization analysis energetically in recent years, considered the category use of the participant in a referral meeting. They stress that membership categories, membership categorization devices and category predicates are all examples of indexical expressions, and the category and its context are elaborated mutually. This paper quotes the ideas of Hester and Eglin and describes the speech acts of teachers constituting the reality of a school for the blind. It is namely the elucidation of the process through which the reality peculiar to the school for the blind is accomplished as a reflexivity of definitions of situations and the categorization of the students. The reality of the blind school accomplished in such a way ascribes virtuously specific predicate acts to "a blind school teacher" category. As a result, a career transition by way of the occupation course in the blind school is rationalized as the most proper course for the student having a visual impairment. [ABSTRACT FROM AUTHOR]