This paper describes a project undertaken as an interdisciplinary effort among four science departments, two disabilities services offices, and special education personnel to investigate the use and success of assistive technology devices as well as other equipment modifications in an attempt to transform science laboratories into environments where students with disabilities can function independently. The methods were developed and tested for entry-level science courses in chemistry, biology, geology, and physics, and could also be applied to other disciplines. Students with a wide variety of physical or visual disabilities were recruited to perform lab skills typically used in science experiments. Equipment evaluated ranged from high-end computerized magnification systems to glassware easily modified by the lab instructor. Because chemistry labs present significantly more safety issues than the other science disciplines, special attention was given to how students were able to perform tasks without endangering themselves or others. Results of the project emphasize the importance of identifying each student's type and degree of disability in order to effectively determine the equipment requirements. (Contains 3 figures and 1 table.)