Children with visual impairments are often behind their same-age peers in motor skills and physical activity (Haibach et al., 2014; Lieberman et al., 2010). Their physical education teachers and coaches do not always know how to include them in general physical education programs (Conroy, 2012; Haegele & Sutherland, 2015; Haegele & Zhu, 2017; Perkins et al., 2013). These children are frequently marginalized and left on the sidelines (Bredahl, 2013; Haegele & Zhu, 2017), which causes them to miss the opportunity to refine the foundational skills related to sports. They then lag behind the other students in the class and personalize the perception that they are not able or cannot be involved in physical activity and sports (De Schipper et al., 2017; Perkins et al., 2013). The purpose of this article is to share a self-advocacy program utilized at Camp Abilities in Brockport, NY, that is changing this negative perception of children with visual impairment by using self-advocacy as the vehicle to involvement in physical education.