This project identified over 500 critical incidents of successful and unsuccessful instruction in science and mathematics courses reported through interviews of 105 blind college students. The principal categories of effective teacher behavior included planned concrete learning experiences, creative use of learning materials, and detailed descriptions/instructions. Principal consequences of effective teacher behaviors included cognitive learning and emotional satisfaction with the learning process. Reasons for positive perception of the learning process included being provided with access to information, enhanced motivation/interest, social interaction, and flexible time allotments. Ineffective teacher behaviors included absense of detailed directions/explanations, lack of planned concrete learning experiences, and inappropriate materials, resulting in reduced learning and dissatisfaction with the learning process due to lack of access to information and reduced interest/motivation. Students indicated that although they believe the teacher is the key factor in instruction, they themselves must accept responsibility for improving their own learning. Demographic analysis revealed the existence of a pool of blind students who might pursue studies in science, but who avoid mathematics. These critical incidents may be used to improve instructional practices to help blind students progress in science and mathematics courses at the post-secondary level. (Author/JN)