This paper presents some possible reasons why persons with visual impairments are under-represented in the fields of mathematics and science, including insufficient general preparation for higher education during the K-12 years and the lack of effective alternative instructional materials and methods available to a person with a visual impairment in math and science once they reach college. A four-unit graduate course entitled "Adaptive Technology and Visual Impairments," located at California State University, Fullerton, is described. This innovative teacher preparation course is designed to address this under-representation by providing future teachers of the visually impaired with 55.5 hours of hands-on, computer-based adaptive technology instructional training and an additional 19.5 hours of an applied technology practicum. Topics to be covered in the course include electronic notetakers, tactile graphics, computer-generated braille transcription, and computer screen access programs. The purpose of this four-year project is to better train teaching professionals who work directly with students with visual impairments in K-12 in the use of adaptive technology and in doing so, to improve the K-12 students' general literacy and technical skills related to compensatory technologies, thus better preparing them for success in postsecondary education. (CR)