Students with specific learning disabilities (SLD) who are participating in blended learning courses are a vulnerable population due to the rapid increase in use of online learning environments at the K-12 level. As more classroom teachers begin using a blended learning framework and serving as both the teacher and course designer, it is important to ask how students with SLD in the K-12 blended learning setting experience accessibility in the instructional materials teachers use. Using a phenomenological research design, interviews were conducted with participants identified as having SLD who were also enrolled in a high school, senior level blended history course. Participants provided the researcher with insights related to taking future blended courses, accessibility of course content, and accessibility of the learning management system. Generally, the participants were working to be successful, but found the instructional materials lacking in accessibility features. Information about the perceptions of participants with SLD can be used to help teachers, and course designers, create blended courses that are perceived by participants to be informative, educational, and accessible.