The purpose of this study was to build on the Nebraska study by conducting a national survey of Teachers of Students with Visual Impairments (TSVIs). The survey included questions about teacher preparation, beliefs about their role in supporting writing, the modes they report using with students, and the proportion of writing practices they use with different groups of students. Four-hundred and fifty-seven TSVIs from responded to the survey. More than 50% of TSVIs reported receiving minimal to no training to teach writing. TSVIs were divided over whether teaching writing was their responsibility, although they reported using writing activities with their students related to writing skills, functional writing, and higher-level writing. Results suggested that teachers with more confidence used writing more often with their students. Improving the confidence of TSVIs to teach writing may improve writing instruction for students with visual impairments.