This dissertation explores the implementation of Universal Design for Learning (UDL) and WIDA frameworks by elementary education teacher candidates during their internships in classrooms characterized by the presence of Multilingual Learners (MLLs). This embedded case study focuses on the Spring and Fall cohorts of 2023, particularly focusing on four selected participants. Through meticulously examining survey responses, documents, classroom observations, and interviews, this research comprehensively analyzes the candidates' experiences, perceptions, challenges, and facilitators in implementing UDL and WIDA frameworks. The study reveals a significant evolution in the teacher candidates' understanding and implementation of these frameworks, transitioning from initial unfamiliarity to a more confident integration into their teaching practices. Key findings highlight effective pedagogical strategies aligned with UDL principles and WIDA English Language Development (ELD) standards, such as differentiated instruction, linguistic scaffolding, the use of visual aids, and technology. The research also identifies practical challenges in framework implementation, including mentoring, time and classroom resource constraints, and the difficulty of providing individualized support to each student. Despite these challenges, the teacher candidates demonstrate a commitment to creating inclusive and linguistically responsive learning environments, underscored by their positive perceptions of the impact of UDL and WIDA on MLLs' educational experiences and outcomes. The findings contribute valuable insights into the complexities of supporting MLLs in academic settings and emphasize the transformative potential of UDL and WIDA frameworks in fostering inclusive and effective teaching practices. Implications for educators, policymakers, and researchers emphasize the need for comprehensive professional development in UDL and WIDA frameworks and advocating for integrating these frameworks in teacher education programs. By elucidating the experiences of teacher candidates in integrating UDL and WIDA, this study advances the discourse on best practices for supporting MLLs, ultimately contributing to creating more equitable and responsive educational landscapes. [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.]