The purpose of this qualitative study was to examine how elementary teachers thought processes manifested in their teaching praxis. This exploration was conducted around their experiences in a professional learning community centered on Universal Design for Learning (UDL). As a practitioner scholar, I utilized Seidman's (2019) in-depth interviewing process to provide a platform for teachers to describe their experiences with UDL. I drew on naturalistic data collection and analysis to "capture and represent the richness, texture, and depth" (Rossman & Rallis, 2017, p.147) of the participants' lived experiences. Using interpretive phenomenological methodology, I explored the teachers' beliefs and practices within the context of equity-focused teaching. My engagement in interpretive phenomenological analysis revealed four group experiential themes (Nizza et al., 2021; Smith & Fieldsend, 2021; Smith et al., 2022). These were: (1) identifying influences on pedagogical beliefs and practices, (2) making sense of what it means to be a teacher today, (3) collaborating with others to inform practice, and (4) developing a high-quality teaching pedagogy. My study showcased the deliberate efforts, reflective practices, and transformative shifts in pedagogical beliefs, instructional practices, and materials that teachers engaged in to create equitable learning environments. The findings underscored the importance of embracing diversity, fostering tolerance, and developing trusting relationships through the appreciation of varied cultural backgrounds and experiences. The participants emphasized shifting from a teacher-centered to student-centered classroom, empowering students as active participants, recognizing their diverse needs, and fostering a safe and supportive environment that promoted student learning, while advancing rigorous and meaningful curriculum and instruction. [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.]