Introduction: This study reviews state certification requirements for teachers of students with visual impairments (TVIs). Method: TVI certification criteria were systematically reviewed and coded from 55 states and territories. Fifteen variables captured a broad overview of criteria including license and endorsement data (i.e., terminology, grade and age range, and standards and testing requirements) and provisional and emergency certification data (i.e., terminology, length of time, and renewability). Results: Thirty-two of 55 states required some form of initial teaching license on which to add a TVI endorsement. Sixty-five percent of states specified certification as required for working with students aged 3–21 only. Slightly over half of the states did not have coursework requirements. Forty-two states had provisional certification and 20 states had emergency certification. Discussion: Multiple pathways to certification with varied terminology across states suggest that becoming certified in the visual impairment field is complex. Implications for practitioners: Variations across states make requirements for certification difficult to navigate and differences in required competencies across states may create varied quality of certified professionals in the field impacting the services to children who are visually impaired.