The No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Education Act of 2004 stress the importance of giving every child access to the general education curriculum. The Reading First program, under the No Child Left Behind Act, aimed to establish evidence-based literacy instruction for all students in kindergarten through the third grade (U.S. Department of Education, 2007). Despite this aim, data from the federal quota registration that are collected annually by the American Printing House for the Blind (APH) revealed that 36% of all school-aged students who are legally blind were categorized as non-readers (APH, 2005). Although recent studies have demonstrated that children with severe and multiple disabilities can benefit from access to literacy instruction, few studies have documented the academic priorities for students with visual impairments and multiple disabilities. In this article, the author presents a survey which investigated the attitudes and instructional practices of teachers of students with visual impairments who provide services to students with multiple disabilities in a southeastern state. Specifically, it inquired about the factors that the teachers used to determine when to begin literacy instruction, the teachers' beliefs about reading instruction, and the areas that are targeted for instruction for students with multiple disabilities. (Contains 3 figures and 1 table.)