The purpose of this research is to investigate misconceptions in the analytic definition of quadrilateral learning carried out by blind students. Misconceptions are obtained by examining the transcription from a video recording of the interview's result based on the tasks. Misunderstandings are obtained by examining transcripts from video recordings of interviews based on assignments. This research was an exploratory study using a qualitative approach. These subjects research were six blind students who are in eighth-grade MTs Yaketunis, Yogyakarta. The researcher interviewed and observed subjects that carried out two times by using similar problems at two different times. Blind students are tasked with examining geometric puzzles that contain quadrilateral models and are asked to construct analytic definitions of parallelogram, rectangle, square, and rhombus by considering the properties possessed by those shapes with their way. The blind students used their analytic touch ability to recognized each of quadrilateral and used the shape's properties to construct the analytic definition. Although the analytic definition of the students has not entirely fulfilled formal mathematical definition, they have been thinking about betweenness quadrilateral relations with geometry's puzzle manipulation and sought to give the representation with their visual limitations.