Students with disabilities are often underserved by existing support structures in higher education, and accommodations alone are insufficient to meet the needs of this population. Instead, Universal Design-based approaches are needed to proactively reduce barriers to access for all learners. In response to this need, Rutgers University adopted a tool called Ally and piloted it during the Fall 2021 term. This tool scans files and images within Canvas courses for accessibility errors and provides instructors with individualized feedback. While previous research provides insight into factors influencing the adoption and impact of other Universal Design and inclusive teaching initiatives, little is known about how a tool like Ally might impact accessibility at Rutgers, and how it might be used by instructors. This mixed methods study was conducted to investigate how faculty engaged with Ally during the pilot term, its perceived role in promoting accessibility in teaching practice, and the barriers and supports that influenced implementation of the tool. Findings from quantitative data, including Canvas reports and surveys, demonstrate that overall awareness, usage, and impact of Ally was minimal. Data from follow-up interviews suggest that lack of time and institutional support were key barriers to adoption, even when motivation and technical knowledge levels were high. These findings indicate the need to develop new strategies focused around university-wide communication to raise awareness of Ally and its role in promoting accessibility, as well as the development of policies and practices to incentivize accessibility improvements and provide faculty with resources to address time-related barriers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]