According to a recent Modern Language Association Report, American Sign Language (ASL) has displaced German at the college level in the United States to become the third most frequently studied language with between 100 and 200,000 students enrolled since 2013 (Looney & Lusin, 2019). ASL is an option for fulfilling foreign language requirements on many campuses, and the number of schools that offer degree programs in ASL and Deaf studies is growing. Therefore, students who are visually impaired (i.e., those who are blind or have low vision) need to be supported in exploring ASL as a language option, as well as in pursuing ASL and Deaf studies. In this article, Bradley Blair describes his own experiences as a student of ASL who is congenitally blind in a traditional university setting. He describes challenges, successes, and supports and offers rich descriptions of in-class and out-of-class activities. Bradley also offers suggestions for supports by teachers of students with visual impairments, vision rehabilitation therapists, and classroom teachers who may need to make accommodations for a person who is blind who is learning ASL.