Universal Design for Learning (UDL) is the proactive concept of creating a student-focused learning environment that meets students' variable needs. This qualitative phenomenological study interviewed five active graduate education faculty members on their knowledge and resource support with UDL initiatives. Findings included a variety of knowledge sources for UDL and inclusive initiatives, support services, and constraints on multiple levels. Discussion includes themes of faculty desire to promote and support inclusivity, UDL and professional licensure examination incongruencies, and the grassroots nature of UDL initiatives. Implications for practice include adopting UDL on a larger scale, designing flexible licensure exams, and recognizing and addressing student needs holistically.