Research has shown that students with visual impairments have considered science a difficult subject because of the reliance on visual instruction for the teaching of the concepts (Jones, Minogue, Oppewal, Cook, & Broadwell, 2006; Penrod, Haley, & Matheson, 2005; Sahin & Yorek, 2009). However, when given the opportunity, students with visual impairments learn the same scientific concepts with accommodations as their peers (Jones et al., 2006; Wild & Trundle, 2010b; Wild, Hilson, & Hobson, 2013; Wild, Hilson, & Farrand, 2013). Research has also found that scientific inquiry benefits students with visual impairments (Wild & Trundle, 2010a, 201b; Wild et al., 2013, Wild, Hilson, & Hobson, 2013). This paper will report on survey data collected from students with visual impairment who participated in a week-long Science, Technology, Engineering, and Mathematics (STEM) camp sponsored by a major consumer organization dedicated to the needs and interests of the blind community.