Two blind students enrolled in a West Virginia University online Master of Social Work said they faced inaccessible course materials that were not compatible with screen readers, alleging their education was blocked by digital accessibility failures. The students described issues ranging from modules and assigned readings that could not be read by assistive technology. The complaint centers on compatibility barriers—commonly described as screen-reader inaccessibility—across course content formats. Screen readers are software that translates on-screen visual elements into audible speech, making digital accessibility a core requirement for disability rights compliance. The students’ case highlights how accessibility obligations extend beyond landing-page compliance into learning modules, document formatting, and virtual course components. As higher education expands online graduate instruction, the dispute raises the stakes for institutional procurement and faculty workflow practices, especially for course design that depends on third-party platforms and document templates.