Students with blindness and low vision (BLV) are less likely to choose mathematics as a subject in the senior secondary years which may negatively impact future employment opportunities. Using a longitudinal qualitative methodology, three interviews were recorded with a student who is legally blind over a six-year period. Findings suggest that access to mathematics curriculum and assessment was significantly impacted. Use of assistive technology and support from others enabled increased participation and achievement in this subject. Independent access to the curriculum and use of assistive technology may lead to students with BLV choosing mathematics in senior secondary.