Students not only vary in their skill level and preferences for academic content, but also in their social-emotional skills, development, and learning. This diversity in the classroom can pose instructional challenges, but it can be also an asset. It presents the opportunity for students to learn from and with one another, gain an understanding of the interdependence within society, and celebrate one another's unique qualities. Universal Design for Learning (UDL), originally designed by the organization CAST (Center for Applied Special Technology), is a framework that guides proactive design of classroom instruction and learning opportunities to make them effective for a broad range of learners. UDL offers guidelines on how we can make our instruction and classroom environments welcoming, responsive, supportive, and flexible, so that the fewest students possible require additional support or adaptations. The developers of the framework organized UDL strategies into three categories: (1) multiple means of engagement; (2) multiple means of representation; and (3) multiple means of action and expression. Such strategies, individually, are neither new nor revolutionary. But UDL, informed by these three principles and connected to neurological and educational research, offers an actionable framework that educators can use to increase the accessibility and power of every lesson educators' design.