Introduction: Individuals with visual impairments are underrepresented in science, technology, engineering, and mathematics (STEM) fields, perhaps in part because they sometimes do not have the same opportunities for hands-on learning as sighted peers. Methods: Twelve braille readers aged 11-16 years participated in a synchronous online hands-on inquiry-based science activity. During two group meetings, they received instruction as they examined a 3D rocket model and tactile graphics and then assembled a small rocket with provided materials. Students were then directed to independently build a second rocket, conduct experiments, and present their data to two judges. Judges used a seven-category scoring rubric to score each presentation. The students completed a follow-up survey in which they rated items on a Likert scale. Results: The students varied in their science content knowledge, use of braille, and amount of detail provided during their presentations. Judges could assign up to 70 points to participants on the scoring rubric. Scores were wide ranging, from 14 to 68. In the follow-up survey, students were overwhelmingly positive in their ratings of the activities. In response to an open-ended question, many students stated that launching their rockets was their favorite part of the experience. Discussion: Students with visual impairments need opportunities to build their STEM and scientific inquiry skills and to interact and learn informally with their peers. The hands-on inquiry-based experience described in this article provided such an opportunity for 12 students. Implications for Practitioners: Students with visual impairments should be encouraged to take part in inquiry-based learning experiences. Science, technology, engineering, and mathematics educators should become familiar with accommodations that students with visual impairments may use and the importance of providing hands-on learning activities to prepare students to fully understand STEM content.