Some students with visual impairments have not learned to read print or braille due to a variety of factors. The inability to read proficiently affects all areas of a person's life. Thus, it is essential that teachers of students with visual impairments (hereafter called "teachers") are systematic and use research-based practices in teaching students with visual impairments, including those with intellectual disabilities, to read print or braille or both. Constant time delay is an evidence-based practice that has an extensive body of research supporting its use in literacy instruction. The current study explored the use of constant time delay in teaching braille contractions. The following research questions were explored: (1) Would constant time delay be an efficient strategy to teach the 12 final-letter groupsigns in isolation?; (2) Would the targeted groupsigns be generalized into reading words and assist with fluency and automaticity?, and (3) To what extent would the tactual recognition of final-letter groupsigns be maintained after the completion of the intervention? The constant time delay method was easy to incorporate within the classroom and a time-efficient strategy for teaching the final letter contractions. The promise shown in studies implementing constant time delay for students with visual impairments and additional disabilities should not be overlooked when exploring learning strategies for teaching new concepts and skills.