The topic of this study was to provide a description of instruction identified and provided by teachers of students with visual impairments. It was not known how teachers describe vision interventions, environmental adaptations, and educational modifications for students with cortical visual impairment. The study was conducted in Southwest Arizona, with participants recruited from the Arizona AER ListServ, and teachers from Arizona State Schools for the Deaf and Blind and Foundation for Blind Children who are certified teachers of students with visual impairment. The theoretical foundation focused on Vygotsky's Zone of Proximal Development, which is the space between a student's current ability and their potential ability. The study was a qualitative descriptive study. Data was collected from a Likert Scale, questionnaires, and interviews. Braun and Clarke's method of thematic analysis was used to analyze the data. The research questions addressed how teachers of students with visual impairments identify vision interventions and environmental adaptions and select educational modifications for students with Cortical Visual Impairment. The findings indicated that teachers identify vision interventions by knowing what their students need through assessment, collaboration, and direct instruction. Teachers identify the environmental adaptations their students need by understanding how students respond visually to sensory input. Finally, teachers select what educational modifications are necessary for their students by understanding students unique, individualized needs and create educational access accordingly. [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.]