Introduction: The use of tactile graphics promotes the full inclusion of students with visual impairments in primary and secondary school classrooms. However, without real-life experiences and specialized training, students may not have the conceptual knowledge needed to successfully participate in academic instruction and standardized assessments. This research explored the tactile graphics used in the early grades, as well as the experiences and needs of teachers of students with visual impairments. Methods: During spring 2022, an online survey was open to teachers of students with visual impairments in the United States. Results: Sixty-eight teachers of students with visual impairments completed the survey. They identified graphical items that students are introduced to, at different grade level bands, with 35 of 45 items being introduced by the end of third grade. Discussion: Students should be taught how to systematically explore a variety of tactile graphics and learn about the different ways in which information can be presented. Teachers requested additional training and materials to promote student success. Implications for Practitioners: Tactile graphics literacy skills should be taught, beginning at an early age, so that students who read braille can access and engage with core curriculum content.