Today's schools are challenged to find strategies to guide curriculum and instruction that meets the needs of an increasingly diverse student population. Universal Design for Learning (UDL) is a research-based framework that guides educators to reduce barriers to learning. The purpose of this qualitative case study was to explore the leadership behaviors in a school that implemented UDL school wide through the lens of Transformational Leadership. Four teachers were interviewed about the behaviors of their principal who supports them in the implementation of UDL in their classrooms. Findings indicate that the teachers felt supported by their principal for two primary reasons. First, their principal delivered robust and engaging professional development on UDL. Secondly, the principal intentionally modeled the UDL principles in her leadership. The teachers also perceived that many of their principal's behaviors align with traits of a Transformational Leader. Researchers can use these findings to continue to explore leadership behaviors that support comprehensive school improvement. Administrator preparation programs may also use this data to identify behaviors necessary for state, district, and school leaders that support teachers implementing educational frameworks such as UDL to increase student achievement and success. [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.]