Although most teachers of students with visual impairments spend time in internships prior to teaching, they often begin teaching without firsthand contact with capable adults who have visual impairments (that is, those who are blind or have low vision). As a result, they may be unfamiliar with the daily planning and adaptation undertaken by those adults. To provide future teachers with an understanding of adult experiences, The University of Arizona's program to prepare teachers of students with visual impairments requires each graduate student to spend time with a community mentor who is visually impaired. This Research Report describes the first phase of outcome analysis for the project, based on interviews with 17 community mentors.