A learning environment can either enhance or prevent access to information and social interaction for children and youth with deaf-blindness as well as impact their attention and engagement. The process of preparing learning spaces to optimize learning should consider: (1) How a child will navigate within those spaces; (2) How and where the child will be positioned; (3) How materials will be presented; and (4) How others will interact with and support the child. No two children with deaf-blindness are alike. As such, preparing an environment for a child who is deaf-blind must be highly individualized and based on a thorough assessment of the child's unique sensory, cognitive, and physical needs. This NCDB Practice Guide outlines essential components of instructional practices commonly used to prepare the learning environment for children who are deaf-blind.