In chemistry, one of the most popular qualitative assessment methods is to observe a change in colour. This can be used in a variety of ways, from observing the formation of a new metal complex in a complexometric titration to observing the pH of gastric contents using colour changing paper/strips. While these methods are indeed quick and useful, they also exclude a substantial portion of the population; namely, those who have colour vision deficiency (CVD). CVD affects 8.3% of males and 0.5% of females worldwide. Of these, there are three major types of CVD: protanopia, characterized by an insensitivity to red light; deuteranopia, characterized by an insensitivity to green light; and tritanopia, characterized by an insensitivity to blue light. Many colour interpretation methods are not developed with these disabilities in mind; for example, a common pH paper (Precision Laboratories) found in most chemistry labs changes from a bright red colour (for a strong acid) to a dark blue colour (for a strong base), with intermediate colours in between (orange, yellow, green etc.). The problem here is that colours like red, orange, yellow, and green can be very difficult to interpret for those with CVD. Figure shows three sets of pH tests viewed under trichromatic (i.e., normal colour vision), protanopic, deuteranopic and tritanopic vision. The observed results for those with CVD vary greatly, and some tests are more helpful than others. Educationally, colour is a commonly used check-in for students in chemistry programs in order to monitor reaction progress. Experiments such as titrations, the copper cycle, clock reaction and pH all require students to have trichromatic vision to perform on an equal playing field. Despite this, there is a gap in the chemical education literature with respect to the voices of those with CVD, particularly with respect to how they feel or think about colour based observations in the chemistry laboratory.