Across the United States, K-12 schools have prioritized science, technology, engineering, and math (STEM) coursework to prepare students for a STEM-focused economy. This paper contributes a blind pedagogical approach to STEM education that ensures blind and low-vision students are equitably prepared for that imagined STEM future. Drawing on crip theory, I show that the compulsory sightedness of K-12 STEM education is extraneous and exclusionary of blind and low-vision students. I argue that by following the five principles of blind STEM pedagogy educators can construct STEM classes that are born nonvisually accessible and equitable to blind and low-vision students. Finally, I invite educators to become epistemic activists and to conspire with the National Federation of the Blind to disrupt the compulsory sightedness of STEM education.