Physical guidance and tactile modeling, coupled with explanation, are effective methods of improving the motor skills and physical activities of students who are blind (O'Connell, 2000). It is important that students with visual impairment are given the option to use one or the other method with each new skill, since they may have a preference for one or the other method at all times or for different skills (Lieberman, 2005). It is imperative that the issues of personal space, fear of liability, and lack of one-to-one instruction are anticipated and overcome by instructors to ensure that students who are blind have the opportunity to clearly understand and learn the new skill. It is only when instructions are clear and high expectations of the performance of skills are clarified that students who are blind will improve their performance and increase their physical activity. This report describes the teaching techniques of physical guidance and tactile modeling, which are two important teaching techniques to improve the performance of motor skills by students who are blind.