As more K-12 students with disabilities enroll in online courses, virtual schools and programs are working to make courses accessible through stronger course design. When course designers approach the issue of accessibility, they must comply with legal requirements and mitigate the challenges many students with disabilities face for literacy and learning. These challenges include a lack of vocabulary support and complex text in online course materials. This study describes qualitative research that sought to uncover strategies course designers used to meet accessibility standards and promote literacies online for all students, especially students with disabilities. Three strategies emerged as findings: (1) composing clear articulations of learning objectives, (2) promoting personalized and contextualized learning, and (3) planning for visual and audio representation of concepts. While the course designers displayed emerging understandings of accessibility, they were less adept at addressing the interplay between literacies that promote access and accessibility features that promote literacies.