Technology is used in almost every school and classroom today and motivates and intrigues students with vision. This same technology is often not accessible to students with visual impairments and blindness. Assistive technology must be used by students with visual impairments and blindness in order to access a computer, the Internet, and print materials. Assistive technology, along with the National Instructional Materials Access Standard (NIMAS) are mandated in the Individuals with Disabilities Improvement Act of 2004. However, access to assistive technology and accessible instructional materials is not always readily available for students with visual impairments and blindness, nor are teachers of the visually impaired adequately trained to promote its use. This quantitative, non-experimental correlational research examined the relationship between the level of teacher in-service training on assistive technology for the visually impaired and the subject areas they teach and student levels of access to and usage of assistive technology. Frequency data along with the Spearman's correlation coefficient was used to determine the significance of the data collected in relationship to the research hypotheses. The results of this study indicate that academic subject area has a much greater impact on student levels of access to and usage of assistive technology than teacher in-service training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]