Emergent literacy skills develop from a child's experiences with spoken language in social interactions, written words through storybook reading, and opportunities to interact with print in the environment. These emergent literacy experiences provide a foundation for conventional literacy skills. A congenital visual impairment (that is, blindness or low vision) may affect a child's language development and access to visually based emergent literacy. Consequently, toddlers with visual impairments require systematic intervention practices to promote emergent literacy skills. However, given the limited research base of practice guidance in the field of visual impairment (Ferrell, 2006; Hatton, 2014), this report explores "promising practices" for promoting emergent literacy skills in toddlers with visual impairments. A "promising practice" refers to an intervention that seems to be useful and effective but requires additional research support to be considered an evidence-based practice (Simpson, 2005). To this end, it describes selected strategies that have been found to be effective with sighted toddlers with disabilities and have been used by the authors with families and their toddlers with visual impairments and in training early intervention practitioners. These families and practitioners indicated that these strategies were easy to use within their daily routines and that they motivated communication and an interest in books of toddlers.