Teachers of students with visual impairments play an integral role in supporting both students with visual impairments and general education teachers so that students can access the curriculum, including science-related topics (Anderson, 2009; Bogner et al., 2011; Wild & Koehler, 2017). Wild and Koehler (2017) identify six responsibilities of teachers in supporting students in general education science classes including the following: (a) providing guidance to general education teachers on how to include students with visual impairments in the class, (b) providing adapted materials and methods, (c) preparing materials to allow students to access class content, (d) teaching prerequisite skills to students prior to science topics being covered in class, (e) assessing and addressing any misconceptions students have about science topics, and (f) co-teaching or working with small groups as needed to model accessible teaching techniques for teachers and students. The purpose of the survey was to gather information about how teachers support elementary-age students with visual impairments in accessing science curriculum and understanding science content. Knowledge gained from the survey will enable professionals, both in the fields of general education and visual impairment, to communicate about how best to further integrate their knowledge so that students with visual impairments can be scientifically literate citizens with the potential to be contributors to science.