Assistive technology is defined by the Individuals With Disabilities Education Improvement Act (IDEIA) of 2004 as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability" (IDEIA, 2004). This broad definition includes devices and software that are beneficial in supporting the instruction of students with disabilities in special education (Duhaney & Duhaney, 2000). This paper reports on a study that examined special school teachers and their experiences with the assistive technology-assessment process in Singapore. Semi-structured in-depth interviews were carried out at the Lighthouse School, the only school for visually impaired students in Singapore. Four teachers of elementary grade students with visual impairments volunteered and consented to participate. An open-ended interview guide was developed to inquire as to how teachers considered assistive technology in their practice: How do you assess the assistive technology needs of your students? What processes does the school adopt in assistive technology consideration? Can you describe the decision-making process in acquiring assistive technology for your students? To what extent do you collaborate with partners to support assistive technology needs? The findings are summarized in four themes: making a decision, accessing assistive technology, working together, and increasing capacity. Overall, findings point to gaps in assessment, collaboration, and knowledge among teachers about assistive technology.