This research highlighted the critical importance of colleges and universities to prioritize the education of diverse students, foster inclusive communities, and cultivate awareness of inclusive learning environments. As higher education continues to evolve with an increasingly diverse student body, a one-size-fits-all institutional model is inadequate. Universal design for learning (UDL) offers a comprehensive framework for ensuring education is inclusive, equitable, accessible, and in alignment with disability legislation. This study, conducted among a diverse group of educators from various disciplines and experience levels, sought to investigate their perceptions of UDL and its integration into course design and teaching methods in their pedagogy to accommodate diverse learners. Qualtrics was the digital platform used to administer the survey, gather responses, and manage data for analysis. The research focused on examining a subset of faculty and instructional staff within a major urban university system in New York state. Thematic analysis emerged as the chosen methodological approach to systematically analyze and code the data obtained from the Qualtrics survey. The methods outlined the preliminary stage of the study's research journey, highlighting the methodological deliberations and the chosen approach to analyzing data. The findings emphasized UDL serves as a comprehensive framework for promoting accessibility, inclusivity, and flexibility in education, thereby catering to the diverse needs and preferences of students. Empowering educators to enhance their ability and, in some cases, their proficiency in providing appropriate accommodations for students with disabilities is crucial for fostering a supportive learning environment. [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.]