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Using a method of semi-structured interviews, the main aim of the research is to delineate the central phenomenon of experience of two post-graduate students with low vision and blindness who have pursued STEM-related degrees at accredited post-secondary institutions in the United States. The focus is on exploration of the perceptions of post-secondary students with blindness regarding the quality and accessibility of online STEM curricula and instructional environments (i.e. either synchronous or asynchronous). Participants for this study were recruited through snowball sampling and the data was collected using qualitative interviews via the Zoom video conferencing platform. All interviews were audio-recorded, transcribed verbatim, and then analyzed for thematic content by using standard content analysis framework and coding methods. The findings offered significant insights into challenges students with low vision and blindness face in accessing distance-learning STEM curricula and the solutions digital accessibility standards and practices offer to overcome access barriers. [ABSTRACT FROM AUTHOR]