In this article, we describe how our general and special education faculty collaborated to infuse the Universal Design for Learning framework into our special education preparation program, a dual-licensure special education and elementary education (K-6) undergraduate degree program. We describe the curriculum reform processes and outcomes of the UDL curriculum enhancement project, along with specific examples from multiple courses. Additionally, we highlight the need to continuously evaluate such efforts so that areas for improvement can be identified and addressed. For instance, we realized that our teacher candidates still needed more support to transfer what they learned about UDL from their coursework to their planning and practice in student teaching. In sum, we did not just create a plan, implement it, and consider it completed. We recognized a gap in the original plan, made improvements, and re-assessed, just as we would expect our teacher candidates to do when evaluating their own practice.