Access to information is crucial for the blind person’s success in education, but transferring knowledge about the existence of techniques into actually being able to complete those tasks is what will ultimately improve the blind person’s employment prospects. This paper is based on the experiences of the two authors; as blind academics in statistics, we are dependent on the usefulness of statistical software for blind users more than most blind people. The use of the \we” throughout this article is intentionally meant to be personal in terms of our own experiences but more importantly, also re ects the needs of the blind community as a whole. Blind students often bene t from one-to-one teaching resources which can aid in their uptake of statistical thinking and practice, but this additional service is only a temporary solution. Once the student has completed their rst course in statistics, they may embark on research at a university, or head out into industry to apply their knowledge. Irrespective of the direction they choose, they will need certainty in being able to independently create graphs for the sighted readers of their work. At the 2009 Workshop on E-Inclusion in Mathematics and Sciences, the rst author was able to meet other researchers who are concerned about the low rate of blind people entering the sciences in a broad sense and the mathematical sciences in particular. Godfrey (2009) presents what we believe is the rst formalized presentation (written by a blind person) of the current state of a airs for blind people taking statistics courses. Much of the material covered in that work still holds true today, although there have been some technological changes that have altered the landscape a little. The four main considerations of Godfrey (2009) were graphics, software, statistical tables, and mathematical formulae. Although software was just one element discussed, graphics and mathematical formulae are playing an increasing role in the usefulness of statistical software, especially with respect to the accessibility of support documentation. We have reviewed four statistical software packages that blind people might want to use in their university education. Our review is restricted to the Windows operating system because this is the predominant environment in which blind people are working. Before we review R, SAS, SPSS, and Minitab, we outline our expectations of statistical software, describe a simple task used to evaluate some practical experiences, and describe some issues with certain le formats and graphics. Following the software-speci c sections there is a general discussion of pertinent issues for software developers, including the relevant details of the legislative environment in the United States of America. The article closes with a simpli ed set of criteria and our overall assessment of the current state of the usefulness of statistical software for blind users. Statistical Software (R, SAS, SPSS, and Minitab) for Blind Students and Practitioners