The purpose of this study was to gather in-depth information about teachers' experiences with accessibility features and accommodations in the classroom and on assessments. Expanded options for accessibility, beyond accommodations, has accompanied the increased implementation of technology-based assessments. Asynchronous online focus groups were conducted with general education teachers, English learner teachers and special education teachers from DIAMOND (Data Informed Accessibility--Making Optimal Needs-based Decisions) project states. A qualitative cross-case analysis was conducted of the responses from the three groups of teachers. The results from the focus groups contribute to the project's development of guidelines for making informed decisions about accessibility features and accommodations. The focus group results suggest that all teachers would benefit from user-friendly explicit guidance and professional development. The focus should be on: (1) Precise and clear definitions of accessibility features and accommodations; (2) A team-based process that includes all relevant individuals and collaboration to make decisions on which accessibility features and accommodations are appropriate for individual students; (3) Ways to identify types of useful data to collect and how to document and disseminate the information; (4) Ways to implement accessibility features and accommodations in all forms of assessments and classroom activities; (5) Ways to provide enough computers and additional staff to support students with accessibility features and accommodations; and (6) Ways to provide sufficient opportunities for practice tests for teachers and students to become familiar with accessibility features and accommodations.