This study was designed to explore how inclusive science education practices are implemented into mainstream science classrooms. To do this, we sought to describe teachers’ perceptions of and practices in teaching multidimensional, inquiry-based science to students who are blind or have low vision (BLV). A survey was designed to elicit information from science teachers. Teachers were targeted in states that adopted the Next Generation Science Standards (NGSS) and who taught BLV students in their science classrooms. Results were analyzed and our findings suggested that the teachers had mixed perceptions about their comfort levels with the NGSS, and how it impacted their ability to teach multidimensional science. There was little variation found in their approaches to instructional practices, although they reported using accommodations frequently in the classroom. We share our interpretations for inclusive teaching practices. We close with implications for future research to enhance equitable STEM education opportunities for BLV students.