Background: Personalized learning (PL), conceptualized as an education innovation that tailors learning to meet diverse student needs, has drawn increased attention from different fields of study, such as education, learning sciences, and computer science. Regardless, there is a lack of a comprehensive understanding of PL instructional designs supported by technology. Objectives: This systematic literature review aimed to provide an empirical integration of PL designs and implementation across disciplines through the lens of the universal design for learning (UDL) framework. As an instructional framework that guides the design to embrace learner variability, UDL holds the potential to provide foundational considerations for instructional design components of PL. Methods: We used four databases including ERIC, OmniFile Full Text Select, Academic Search Complete, and Web of Science to search empirical studies investigating technology-supported PL in PK-12 school-based settings. In total, 61 studies published between 2006 and 2020 were included in the review. We analysed PL design and implementation features and aligned these features to the UDL framework. Results and Conclusions: Our results indicated that current empirical PL design features were widely mapped onto the UDL framework. Most current PL studies investigated segmented aspects such as student attributes (e.g., interest, motivation, self-regulation) and instructional practices (e.g., facilitating goal setting) that could contribute to PL design. Rarely did studies investigate how PL was operationalized in a system integrating various design components that consider learner characteristics, instructional support, and contextual implementation factors. Implications: The analysis of alignment between PL designs within the UDL framework can serve as a starting point for stakeholders to take a more holistic approach to designing PL experiences for all learners.