This article reports on a national survey and follow-up interviews with vision-support teachers. The study related to pupils in mainstream schools who are identified as able to read large print but also need to learn braille to increase access to the curriculum. The aim of the survey was to elicit information about the diversity of the group and the major issues that vision-support teachers identified as impacting on these children. Factors that enhance success are identified and discussed with reference to mainstream settings. Areas requiring further research are also identified. A case study within a local school describing the context of a child learning braille and print together was also undertaken as part of the research but is not covered in this article.