Computer access has become increasingly important within special education due to the increased functional independence that computers can provide children of all ages. Children with disabilities, especially, have benefited from access to computers (Glickman, Deitz, Anson, & Stewart, 1996; Judge & Parete, 1998; Swinth, Anson, & Deitz, 1993). Computers can allow these children to improve classroom functioning, to communicate thoughts and feelings, to explore play and leisure skills, to socialize, and generally to increase independence (Angelo, 1992). In order to provide computer access for individuals who have difficulty with physical switches, Edmark, an educational software company, has developed the TouchFree Switch. The purpose of this study was to: (1) Gather preliminary data on the speed and accuracy of the TouchFree Switch compared to a physical touch-based switch for a group of school-age children (ages 7 to 18 years) with physical impairment; (2) Compare the opinions of the students and caregivers concerning the two switches; and (3) Provide special education professionals with information about the TouchFree Switch to assist with decision-making. A descriptive methodology was used in this study, and included both quantitative and qualitative methodologies (Portney and Watkins, 1993). Quantitative methods were used to gather and compare data regarding user speed and/or accuracy with each switch. Structured interviews were used to gather descriptions and opinions about the two switches. This mixed methodology provided information on the effectiveness and subjective qualities of the TouchFree Switch as compared to a physical switch. The results of this study highlight that assistive technology (AT) needs and solutions are unique to each individual. It was important to consider individual factors when making switch choices, but the data analysis yielded some important generalities that may assist professionals during decision-making related to switch use.