This presentation will cover the experiences, lessons learned, and technological solutions used to make student virtual presentations accessible to a student who identifies as deaf. Students in a hybrid secondary inclusive science methods course were required to record final presentations and then view their classmates’ presentations and provide feedback at the end of the course. This particular semester, one student enrolled in the course with accommodations that included ASL interpreters. Instead of making just the presentations the student needed accessible (the minimum requirement), the professor decided to use this assignment as a teachable moment to require all his students to create accessible presentations. He worked with a librarian and an instructional designer to investigate specific technologies and methods with an eye on ease of use and overall accessibility for the specific student. The outcome was fully-captioned narrated presentations posted to a Blackboard discussion forum. We will share: The solutions we investigated, the documentation we created, what we learned about captioning, and our perceptions of how this experience affected all students in the course.