Over the last two decades, Universal Design for Learning (UDL) has emerged as a pedagogical framework for inclusive teaching and learning. UDL builds on learner variability as a starting point for instructional and curricular design, and aims to minimize barriers in the learning environment. In addition to its widespread use in K12 settings and its endorsement in federal education policy, UDL has also gained momentum in teacher education research and practice. Although a number of scholars have explored the use of UDL in preservice teacher education curricula, there are limited descriptions of how teacher educators apply concepts of UDL in their own pedagogy and practice. The purpose of this paper is to describe the process of applying UDL as a pedagogical innovation in a teacher residency (preparation) program. We share examples of how turning the lens on our own practice as teacher educators has allowed us to redesign multiple aspects of our curriculum, instructional practice, and program at large. We conclude by highlighting the iterative nature of UDL application, and by making recommendations for future research and inquiry on UDL in teacher education.