The number of online courses offered at the postsecondary level is increasing at a rate greater than the increase in overall higher education enrollment, with approximately one of every four higher education students taking at least one course online (Allen and Seaman, 2009). In 2008, students with disabilities represented nearly 11% of all postsecondary students (U.S. Government Accountability Office, 2009), yet whether students with disabilities can access these courses is rarely considered (Kinash, Crichton, and Kim-Rupnow, 2004). Students with disabilities cannot be denied the opportunity to take online courses, assuming they meet the academic prerequisites required of all students for the course. However, like all other students, those with disabilities should consider their own preferred learning style to determine if an online course provides a good fit. In addition, most of the steps required to create accessible materials are simple and do not require much additional time and effort. Implementing the accessibility features discussed in this chapter when designing online courses saves time, money, and stress and benefits all students. Most of the techniques for adapting materials are simple to use, and even many people without much computer experience can do them. Although nothing will guarantee complete accessibility to all potential students, advance planning will reduce the number of individual accommodations needed when a student with a disability takes an online course.