This article reports on a study that examined whether vocabulary flashcards facilitate spelling acquisition. The study was designed to evaluate whether students who are blind can learn to spell words accurately and incidentally when academic vocabulary instruction is used. Auditory information was provided prior to the introduction of a flashcard, simplifying the working memory load and making the adapted procedure more efficient. The study addressed the research questions: Are flashcards paired with auditory instruction effective for teaching the meanings of words to students who read braille? Can students who read braille learn to spell words accurately and incidentally when flashcard vocabulary instruction is used? The study showed that using flashcards to teach new word meanings can be effective.