Abstract: The United States Federal government has implemented laws and guidelines to mandate accessibility in online courses for students who have disabilities. However, most online courses are not accessible, and do not comply with Federal law. Reasons may include higher education’s lack of awareness of changes at the Federal level, and course developers’ lack of knowledge and training to know how to adapt courses to meet accessibility needs. The authors performed a comprehensive literature review in order to ascertain a list of accessibility features specified in the literature as helpful for students with disabilities. The authors determined themes and ranked these themes in order of impact. Of the features examined, the authors chose three broad categories of adaptations to test in their online courses. Course results indicated that the three broad categories of adaptations were efficient in terms of professor design time expenditure and meeting students with disabilities’ needs.