In this article, the author recalls an experience in which she participated in a training institute for online methodology that provided several practical techniques for teaching online, including how to select and place content, as well as how to facilitate online discussions and assessment strategies. Since then, she has taught online and hybrid courses every semester, joined forums for online instructors, and attended a handful of conferences and workshops dedicated to online teaching. Interestingly, none of the forums ever included discussions on the development of course materials for special-needs students. And although there has been much dialogue recently about teaching to different learning styles, as she recalls, none of these discussions even hinted that teaching to different styles included students with learning disabilities or that students may be using assistive technology, such as a screen reader or voice-recognition software, to access online course materials. This article describes the author's experience collecting observations and anecdotal information to gain insight into the experiences of special-needs students who take online courses. The intent being to generate some observations and suggest ideas to assist teachers in both identifying and considering students' learning experiences, as well as to create an awareness of the need to choose specific pedagogical approaches with all students in mind.