The authors performed a scoping review using a five-stage methodological framework (Arksey & O'Malley, 2005; Levac et al., 2010) to map the nature and extent of the literature regarding universal design for learning (UDL) in deaf education contexts. UDL is a well-established framework that provides actionable recommendations for developing instruction. The review revealed that high-quality investigations of UDL in deaf education are limited; only three articles met criteria for inclusion, though excluded articles were also examined for themes. The analysis showed that despite global interest in studying UDL through a variety of methods, more research is needed that applies this framework explicitly throughout study design, analysis, and discussion rather than just within the framing. Given its inclusion in federal educational policy, it is critical that scholars and educators examine how UDL can support educators in the design and implementation of impactful instruction for deaf learners.