This study examined conceptual understanding of Lunar phases among students with visual impairments (VIs), as no current research exists in this area. With N = 119, this study is one of the largest science, technology, engineering, and mathematics (STEM) studies ever performed including students with VI. We developed and implemented an astronomy curriculum and lesson on Lunar phases designed for students with VI. After implementing the Lunar phases lesson, the numbers of scientific understandings and partial scientific understandings held by students greatly increased. The numbers of students holding no understanding and alternative understandings both decreased. Overall, roughly 11% of students held onto some scientific understanding mixed with alternative understandings, a decrease from the pre-test level. We describe students’ alternative understandings and suggest there may be a common set of alternative understandings regarding Lunar phases that all students have. Several alternative understandings may be unique to students with VI, warranting future research.
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