Research on literacy instruction for students with multiple disabilities is limited. Empirical research on braille instruction for students with multiple disabilities that include congenital blindness is virtually nonexistent. This case study offers initial insight into possible methods of early braille literacy instruction for a student with multiple disabilities including congenital blindness and autism. The use of Tack Tiles[R] during an intervention program in a one-on-one format resulted in increased early literacy skills for the targeted student. Educational implications address the potential challenge of tactual readiness for braille instruction for students with multiple disabilities. (Contains 5 figures.)