Administrators across the U.S. are collecting and analyzing program and student-specific data to meet the requirements of the No Child Left Behind Act (2001), Individuals with Disabilities Education Act (2004), and state performance plans. Although most states are not required to disaggregate data for students who are visually impaired, educational programs that serve this population are mandated to analyze these data for the effectiveness of programs. One such process is results-based accountability, which Friedman (2005) described as a disciplined way of thinking and taking action that can be used to improve the performance of programs, agencies, and service systems. This article discusses a rigorous process that collects and analyzes program-specific and student-specific data called Quality Programs for Students with Visual Impairments (QPVI). Developed in 1985, QPVI has evolved in keeping with public laws and promising practices in the field of visual impairment. This article describes the key features of the process and how QPVI has been used to gather data to document the current status of a program and to plan for continued improvement in a program for students with visual impairments, including those who are deaf-blind or have additional disabilities.