Specialized assessments, including the learning media assessment (LMA), are essential in appropriately planning and implementing instruction for students with visual impairments (Holbrook et al., 2017; Lusk et al., 2013). The LMA, first introduced by Koenig and Holbrook in the early 1990s, was designed to be an "objective process of systematically selecting learning and literacy media for students with visual impairments...regardless of level of vision or severity of additional disabilities" (Koenig & Holbrook, 1995, p. 17). Through the LMA process, teachers of students with visual impairments systematically gather data about how students use their senses and efficiency with print, braille, or auditory information (Ferrell et al., 2014; Holbrook et al., 2017; Koenig & Holbrook, 1995). In addition to sensory learning channels, the LMA process for academic students also includes the collection of data to document reading rates, reading accuracy, reading comprehension, reading fluency, and reading efficiency (Holbrook et al., 2017; Koenig & Holbrook, 1995; Spungin et al., 2016). For students who are print readers, additional data are collected on the student's distance. from the reading materials and their visual stamina (Holbrook et al., 2017; Koenig & Holbrook, 1995; Spungin et al., 2016). For students with multiple disabilities, the LMA process considers all literacy options, including communication devices, calendar systems, or tactile or picture symbols so that the educational team can make decisions based on the student's unique needs and determine functional literacy goals (Bruce et al., 2016; Holbrook et al., 2017; Koenig & Holbrook, 1995). The LMA process for students who are emergent readers includes the selection of a literacy medium and literacy tools (Holbrook et al., 2017; Koenig & Holbrook, 1995; Lusk et al., 2013). This current study reports the results of a survey administered to teachers in the United States and Canada. Through the survey, the authors gathered information about the procedures and forms the teachers use in the LMA process. Three questions guided the study: (1) What are the current practices of teachers of students with visual impairments who conduct LMAs? (2) What assessment instruments are being used by teachers of students with visual impairments who conduct LMAs? and (3) How are the results from LMAs used in the practice of teaching individuals with visual impairments?