The month of March is one of those busy times of the year, for working people and students alike. It is the end of both financial year and the academic year, Also, students in the 10th and 12th grade appear for their board exam, that penultimate (or ultimate) lap of the school-level academic obstacle course that is rooted into the student psyche as a veritable phenomenon. Interestingly, for students with disability, the board exam entails intensive preparation on more than just the academic front. Requesting disability accommodation and making sure it gets put in place is just as laborious a task as actually preparing for the exam. Extensive amounts of bureaucratic red tape notwithstanding, lack of awareness—about the accommodations that can be availed, eligibility for said accommodations, the procedure for requesting accommodations, timeline for requests, etc. is a significant hurdle in the path of students, parents, and school officials involved in this process. Lack of resources is another formidable barrier confronting students with disabilities who wish to do their academics and write their examinations independently with the use of assistive technology. And in broader terms, lack of awareness about available avenues to enable the education of a blind/visually impaired student on equal terms with his/her sighted peers in mainstream school settings is the biggest obstacle of them all. This document starts off with an account of an entire batch of visually impaired students opting to write their own examinations using computers, receiving the accommodations they requested for, and appearing for their CBSE board examinations independently, positing a potential solution to all three challenges mentioned above. The piece then details the trajectory followed by the Saksham Resource Center to put in place a system that allows blind and visually impaired students to perform all academic tasks on the computer, including writing their board exams, as an alternative to the conventional scribe system. Training and awareness programs conducted for the benefit of the different stakeholders—students, schoolteachers, personnel at the board exam centres etc. (who were instrumental in enabling the above-mentioned forms of academic independence for the students) are detailed. The document then briefly dwells on the accommodations that the Central Board of Secondary Education provides to blind and low vision students appearing for their board exam, along with a summarised timeline of events. The document concludes with a discussion of a sizable loophole in the provisions regarding the lack of an accessible question paper, which is accompanied by two suggestions for solutions.