A two-year project was conducted by St. Mary's Junior College to improve the science literacy of visually-impaired students (VIS) through the adaptation of instructional methods and materials. A four-step process was used: (1) learning materials were reviewed to identify problem areas; (2) preliminary adaptations were made based on the review; (3) adaptations were piloted in the science lab or classroom with a small group of VIS; and (4) the information learned was applied in further modifications. Using this process, adaptations were developed and implemented for the following courses: Human Anatomy and Physiology, Man in Nature, General Chemistry, Biochemistry, Pathology, Microbiology, Physics, and Introduction to Clinical Embryology. Science faculty expressed satisfaction with the adapted learning experiences, and VIS were able to attain learning objectives using the adapted materials and equipment. As an outgrowth of the project, a Science Learning Center was constructed to provide all SMJC students with access to the adapted science materials in a more informal setting. The project report outlines specific course and classroom adaptations that were completed, identifying the unit, the modification needed and how it was implemented, the outcomes, evaluation activities, additional modifications suggested, and personnel involved. Extensive appendices provide detailed charts, course descriptions, a project plan, testing and taping procedures, and lists of project purchases and resources. (Author/KL)