This paper summarizes information from interviews with four states regarding their Universal Design for Learning (UDL) initiatives, i.e., state or regional level efforts to promote the principles and practices of UDL via professional development or the production and/or dissemination of universally designed instructional materials. Discussion of the origins of UDL notes the term's use to describe learning technologies that provide access to the curriculum for students both with and without disabilities. The paper then describes the individual features of UDL efforts in four states, noting also strategies and barriers mentioned by state representatives interviewed. It reports that Kentucky has the most comprehensive and long-standing UDL initiative. This has three goals: integration of UDL concepts and technology across all schools; increased access to digitized text and curriculum; and development of a Web-based state assessment. New York's program emphasizes developing providers of technical assistance in UDL to districts and schools, disseminating information on UDL, and adding UDL to the teacher preservice curriculum. California's program stresses conversion of curricular materials into digital formats and dissemination of UDL information. Ohio's program stresses building organizational capacity, introducing UDL concepts in professional development, and a pilot project providing six school-level teams with training and support. (DB)