This study was conducted to understand curriculum development in residential schools for the blind after the enactment of NCLB and was guided by the research question, "How do residential schools for the blind and visually impaired develop their curriculum to meet the unique needs of students who are blind and visually impaired?" In the United States, approximately 6.5 million children and youths receive special education and related services to meet their individual needs (US Department of Education, 2007). The federal law mandates that students receive adequate education privileges and opportunities relative to their respective disabilities (Hess & Petrilli, 2006; Welner & Chi, 2008; Hunt & Lasley, 2010). However, there is great disparity among states and local school districts on what is deemed an appropriate education for this population of students (Sears & Moody, 2001; Wallace, 2010). In addition, learning outcomes do not easily convey an achievement of learning goals on the part of the students, specifically learning the skills and abilities to integrate themselves into society and become well-adjusted individuals (Rice, 2009). Given the broad range of disabilities and the variance within disability categories, it is extremely difficult to identify and articulate an all-inclusive definition or statement on what is appropriate for these students to be taught and to learn. This issue of identifying what students in special education should be taught and what they should learn reveals an even more pressing concern and one that has led to the focus of research on specifically one disability group, the blind and visually impaired. This dissertation presents a case study of three residential schools, where data were collected through interviews with the relevant teachers on the development of the curriculum after the No Child Left Behind Act. The findings of the study suggest that even though residential schools continue to improve their curriculum in compliance with the established state standards, there are still several challenges that need to be addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]