This study was based on a larger survey of access to math and science for teens and adults who are blind or visually impaired. Data were collected in late fall of 2016. The findings of this study indicate that teenagers have a high interest in math and science, but this interest is often diminished due to real or perceived barriers to access of the curriculum. Most teenagers also cited a teacher or other role model who supported their math and science learning. We also surveyed a group of adults who reported similar barriers to access. For the adults, having a mentor or role model was marginally associated with the choice to pursue a math or science career. Aspiration and employment in STEM-related fields seems to be associated with finding access to STEM-related content and having encouragement from parents and mentors.   Implications for practitioners suggests that more work needs to be done in eliminating physical barriers to STEM curriculum and more opportunities for mentorship should occur.