This study aimed to understand how general pre-service educators, after having received instruction in Universal Design for Learning (UDL) implemented the principles of UDL to plan for and design lessons to support inclusion. This was a mixed-methods study that utilized quantitative and qualitative methods to assess general pre-service middle school and high school content area educators' lesson planning. This study utilized a small sample size of 17 participants to conduct analysis of lesson plans. Participants included undergraduate pre-service educators majoring in middle school and secondary general education enrolled in a required special education methods course. The researcher used a qualitative analysis to analyze participants' critiques of their lesson plans and modifications, as well as conduct a quantitative data analysis of the pre-UDL instruction lesson plan, and the post-UDL instruction lesson plans. In addition, pre-service educator interviews were conducted to collect qualitative data to inform the researcher on post-UDL implementation, after having received instruction. Interviews were conducted with participants to understand how consideration of learner accessibility and learner variability guided UDL lesson planning. The discussion points include outlining the practical implications from UDL instruction on pre-service educators' lesson planning and implementation during their practicum experience. [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.]