Students with special needs often require additional assistance in order to learn at the university level. This article documents a professor's efforts in teaching a visually impaired prospective elementary school teacher geometry content knowledge. The goal of this article is to shed light upon the iterative process of accommodating for individual needs of students. The author highlights the persistence and creative problem solving required for helping this student, with the hope that other faculty members will provide the due help to their special needs students with the same persistence.