Over the last decade, many innovations have significantly changed the classroom. As a result, the authors believe the roles of vision professionals, primarily teachers of students with visual impairments, orientation and mobility (O&M) specialists, and braille transcribers, have likewise changed drastically in that time period. Although the core mission of these professionals remains advancing the independence and capabilities of individuals who are visually impaired (that is, those who are blind or have low vision), the scope of practice in the field of visual impairment has undergone shifts that require the attention of fellow practitioners and professional training programs. This thought piece is a result of observations from the field and discussions with fellow colleagues and stakeholders who are visually impaired, including a focused discussion held with attendees of the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) conference in the summer of 2016. This paper is not intended to reflect a stance but rather to open a discussion on updating professionals' roles within the field of educational and rehabilitative vision services. More specifically, addresses changes to the tools used to accomplish the mission of the field of visual impairment, the way its professionals instruct students and train future personnel, and the professional linkages that must be forged for members of the field of visual impairment to be successful in their work. Some of the principal changes discussed in this paper include: (1) the effect of ubiquitous computing on daily living and learning experiences; (2) the increased prevalence of multimedia in the classroom and community; (3) advancements in delivery options for accessible educational materials; (4) changes in the built environment (both physical and digital); and (5) the need for more transdisciplinary collaborations, including partnerships in the design, technology, engineering, and architecture fields.