Today's classrooms are increasingly diverse and inclusive of all types of students ranging from English language learners, gifted and talented, at-risk students, to students with an identified disability. This study examined how 2 universities prepared teachers using Universal Design for Learning (UDL) in their courses. K-12 teachers are responsible for the academic performance of diverse students in their classrooms. Students are not progressing at the same academic performance rates. UDL is a framework for curriculum design that provides increased access to curriculum and learning for all students. UDL was included in the Higher Education Opportunity Act of 2008 for universities as a framework for preparing teachers. This qualitative case study examined how teacher education programs at 2 universities incorporated UDL into their coursework, how professors utilized UDL principles in their instructional practices, and why professors utilized UDL principles in teacher preparation. The methodology for this study included qualitative data retrieved from university classroom observations, professor interviews, and document collection. Data were collected from 2 public universities in California. The objective was to gain insight into the use of UDL in preparing teachers to address diverse learning needs. The findings revealed that professors explicitly taught UDL in their coursework and that the principles were demonstrated throughout instructional practices for all professors in the study. The following themes emerged from data analysis: (a) use of UDL in lesson plan templates, (b) explicit teaching of UDL principles, (c) multiple means of representation, (d) multiple means of expression, and (e) multiple means of engagement in instructional practices. Findings of this study will benefit university programs seeking to integrate UDL principles into their teacher preparation coursework. This study provides insights regarding how two university-based programs have incorporated UDL into coursework content and instructional practices when preparing K-12 teachers to accommodate diverse learning needs. Recommendations for future research include examining how teachers apply UDL principles in their classrooms upon completion of university-based coursework with UDL. [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.]