This qualitative study explores what accessibility design can be most important to facilitate learning in an online course for postsecondary students with low vision. The study was conducted in a U.S. public university offering online courses in the Midwest. This study was guided by 2 research questions: (1) What accessibility design did students with low vision who experienced online courses perceive to be helpful for their learning?; and (2) What accessible features would students with low vision want to exist in future online courses? The theoretical framework for this study was Universal Design for Learning (UDL). Three participants were interviewed to share their online learning experience and explore which accessibility aspects were perceived the most helpful for students with low vision. The finding revealed that alternative formats for materials--such as Word documents or Rich Text Format (RTF) and accessible PDF files--were the most helpful accessible text format in the online courses. In addition, the finding showed that headings and color contrasting for the online content are the main aspects of design to increase accessibility and facilitate reading for students with low vision. The last finding revealed that students with low vision need 2 additional accessibility designs in online courses: audio response and instructor video.