In this article, the authors present early research in using 3-D printing to develop tactile experiences to improve understanding and enable broader aesthetic participation in arts learning contexts for all learners that would benefit from tactility and in particular those with low vision. Their exploration of 3-D printing to create assistive technology (AT) in the arts learning space explores both the opportunities a digital fabrication workflow offers in creating curricular resources and reflects on how our senses comingle in understanding the world around us offering insights in how we touch to see. Accessibility is a right regulated by federal law, but more importantly it is an "a priori" understanding that learning happens in designed environments. If curriculum does not meet the needs of its participants, this is an indictment of the learning design and not the learner. Accessibility, as an issue of design, has been advanced through the concept of universal design (UD).