The prevalence rate of autism spectrum disorders among students with visual impairments is significantly higher than that of their sighted peers. Even with such a notable rate, there continues to be minimal research on the classroom strategy needs to support these students. While research may focus on each disability separately, it is necessary to remain diligent in employing strategies that consider both disabilities to be effective. The purpose of this qualitative multi-case study was to identify the practices being utilized by certified teachers of students with visual impairments as they provide instruction to students with this comorbid disability. Purposeful sampling was conducted to identify participants who were teachers of the visually impaired and had some training in autism spectrum disorders, and who had served students with autism and visual impairments for at least a year. Semi-structured interviews, participant completed observation guides, and artifact collection were utilized to gather data. Data were analyzed with both hand-coding and NVivo software. Seven main themes and two subthemes were identified during the data analysis. Participants' responses documented modifications across four categories, including predictability, tactile/tangible supports, social learning, specialized instructional planning, and consideration of research-based practices within their classroom management decisions. Recommendations encompassed modified instructional planning, predictability, the use of tactile/tangible supports, and social learning opportunities. Predictable classrooms, both in the physical and psychosocial sense, and social learning, meet the needs of both disabilities. Tactile/tangible supports allow educators to adapt visual research-based supports and modified instructional planning to ensure teachers can account for all learning styles. Recommendations for future research include the evaluation of strategies used across a wider participation pool and increased research on comprehensive classroom practices. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]