The online learning modality has become the only way to carry out academic activities in universities, public and private, during the COVID-19 pandemic. In this modality, the student interacts with the Institution through digital means to develop all their academic activities. The success of this interaction depends on having adequate internet resources and electronic devices. For a visually impaired student, in addition to these instruments, he/she must have access to the Institution s virtual interfaces and the teaching materials available there. The main objective of this work was to understand if students with visual impairment are being adequately attended in higher education in Brazil. In this qualitative study, eight students from different regions of Brazil, located by the Snowball method, were interviewed to hear their perceptions, challenges and experiences arising from online teaching. The semi-structured interviews were carried out individually and remotely. Using Bardin s method of qualitative analysis, the thematic categories involved topics related to the accessibility of the interfaces of virtual platforms and the teaching materials available on these platforms, the preferential use of assistive technologies and attitudinal barriers experienced in the academic environment. The impediments to the effective fulfillment of the academic activities mentioned by the interviewees resulted in performance losses in the respective courses, not due to lack of capacity, but due to lack of accessibility. It is expected that this work will contribute to promoting diversity and enabling solutions for accessibility in the educational field and for the development of strategies to design interfaces and classrooms accessible to students with visual impairments.