Approximately 65% of young children with visual impairments have another disability such as developmental delay, cerebral palsy, or hearing loss. Furthermore, cerebral/cortical visual impairment is the most prevalent visual condition among young children with severe visual impairment in the United States (Hatton et al., 2013). This article discusses two different but overlapping instructional frameworks: (1) Universal Design for Learning (UDL) to plan curriculum and instruction for children with diverse abilities; and (2) differentiation to address individual learning needs of preschoolers with visual impairments and additional disabilities. Through both UDL and differentiation strategies, young children with visual impairments and additional disabilities can make the most of an inclusive preschool experience.