Individuals with visual impairments (that is, those who are blind or have low vision) do not have the same opportunities to develop their knowledge of sexual health and participate in sex education as their sighted peers (Krupa & Esmail, 2010), although young adults with visual impairments participate in sexual activities at similar rates as their sighted peers (Kelly & Kapperman, 2012). Thus, prior research has found that young adults with visual impairments are regularly engaging in sexual activity (Kelly & Kapperman, 2012) but without having the opportunity to acquire the necessary information on important matters pertaining to sexual health (Krupa & Esmail, 2010). An additional challenge to providing instruction on this value-laden topic is that little information has been reported in the literature on all aspects of sexuality as it pertains to those who are visually impaired. In this report, the authors have assembled a series of recommendations for accommodations and additional teaching and preteaching to guide teachers of students with visual impairments in sex education instruction for students with visual impairments. This report is based on the assumption that students with visual impairments participate, along with sighted students, in commonly offered sex education classes. (Contains 1 table.)