Contribution: This article identifies the barriers students with disabilities have faced when accessing online undergraduate engineering education since the initial onset of the COVID-19 pandemic. This research addresses the need for greater research that explores the digital equity gap that widens as schools continue to use virtual and/or distance learning. Background: Poor accessibility standards, a lack of administrative support, and numerous other barriers have contributed to the ever-present digital equity gap for students with disabilities. Previous research has shown that the implementation of universal design for learning (UDL) principles can have a positive impact on in-classroom learning, particularly for historically marginalized students. Related research on UDL has been primarily focused on nonengineering, nondisabled, and in-person teaching contexts. Research Questions: What barriers do engineering students with disabilities face in an online learning environment? What affects disabled students’ perceived value of learning in their online classes? Methodology: A fixed-item survey was developed to capture the experiences of students with disabilities in engineering who participated in online learning at four-year colleges and universities across the United States. Findings: The results of this study have revealed a correlation between accessibility barriers in online undergraduate engineering learning environments and UDL principles.