This article uses an analysis of speech to qualitatively examine the relationship between a blind child and his environment, his use of semiotic signs, and his identity development. A brief overview of development in blind children is followed by a case study. The theoretical construct of this article, which is interactionism, is infused into the case study to clearly connect theoretical arguments, assumptions, and interpretations to the speech material that is analyzed. Clinical implications and challenges are addressed in the "conclusion" section.