This article provides information about the relationship between mathematics, language, and literacy and describes the difficulties faced by students with disabilities with math content based on the language demands of mathematics. We conceptualize mathematics language as a mode of discourse for math learning that can be thought of as receptive (reading and listening) and expressive (speaking and writing). We present the principles of universal design as a means of creating curriculum that is more flexible and accessible for all learners. Thus, universal design for learning serves as a framework for examining the goals, methods, materials, and assessment of instruction to help educators identify potential barriers to learning and develop solutions to mitigate the language demands of mathematics for the wide range of diverse learners in today's classrooms.