Previous research points that computer-supported collaborative learning is an educational approach that suits blind students, because they have high verbal capacity. The authors believe that both sighted and blind students may gain from knowledge sharing, transactions on collaborative tasks, and being aware of distinct cognitive aspects, ideas, and activities, due to different behaviors, perceptions, and backgrounds. To unveil new insights concerning this assumption, they present an exploratory case study that provides an analysis of one blind undergraduate computer graphics student's online interactions during collaborative learning. They approached a qualitative technique to analyze results obtained from the blind student participation and interaction in discussions. The analysis of a blind student interactions, participation, and interaction patterns revealed emotional and deep relationships that implied in profitable interactions, knowledge construction, and better blind and sighted students' performance.