Barriers to literacy complicate collaboration between English as a Second Language (ESL) teachers, content teachers, and teachers of students who are visually impaired (i.e., those who are blind or have low vision). Each teacher brings knowledge of practice in their field to the table, but where the overlap occurs for students with visual impairments who are English learners is not always clear. Most preparation programs for teachers of students with visual impairments do not prepare teachers to work with English learners. Nor do pre-service ESL teachers learn about teaching students with visual impairments. Disagreements among teachers result in these students not receiving appropriate supports. In this paper, the author outlines barriers facing students with visual impairments who are learning English and shares practices that can help them build literacy skills. The literacy strategies for reading, writing, listening, and speaking that have been highlighted in this article can help teachers of students who are visually impaired, ESL teachers, and content teachers collaborate effectively to meet best the needs of students with visual impairments who are learning English.