Health literacy, the ability to access, process, and understand health information, is enhanced by the visual senses among people who are typically sighted. Emotions, meaning, speed of knowledge transfer, level of attention, and degree of relevance are all manipulated by the visual design of health information when people can see. When consumers of health information are blind or visually impaired, they access, process, and understand their health information in a multitude of methods using a variety of accommodations depending upon their severity and type of impairment. They are taught, or they learn how, to accommodate their differences by using alternative sensory experiences and interpretations. In this article, we argue that due to the unique and powerful aspects of visual learning and due to the differences in knowledge creation when people are not visually oriented, health literacy must be considered a unique construct for people with visual impairment, which requires a distinctive theoretical basis for determining the impact of their mind-constructed representations of health.