Teachers of students with visual impairments clearly have an important opportunity to promote graphics literacy skills for students with visual impairments through providing descriptions to make educational content accessible. Guidelines for appropriate image descriptions have been developed by the National Center on Accessible Materials (NCAM), a leader in accessible multimedia design (The Carl and Ruth Shapiro Family National Center for Accessible Media, n.d.; Freed et al., 2015; Wall Emerson & Anderson, 2018a, 2018b). Ideally, teachers of students with visual impairments would also help students to develop graph interpretation skills by asking them to explain, elaborate, or state relationships between elements, in addition to locating information in the graphic (Buchanan Hill, 2016; Panayiotou et al., 2014; Sahin, 2015; Zebehazy & Wilton, 2014a). However, to date, little is known about whether teachers' descriptions are consistent with established guidelines for accessibility, or how they help students locate and interpret graphical information. In this preliminary study, the authors asked teachers of students with visual impairments to describe graphics to two hypothetical students: a print reader with low vision and a braille reader. The use of hypothetical students was adopted to allow for a comparison of descriptions across teachers.