Circle time is a common part of the day in many early childhood programs. This important routine can encompass instruction on curricular concepts, provide a space to introduce new topics, and build membership and community within inclusive classrooms. Lesson plans or strategies for circle time instruction are also a part of many early childhood curricula, and researchers have discussed strategies for embedded instruction, self-regulation, and curriculum modifications during this routine. The purpose of this article is to discuss ways early childhood providers can create active learning opportunities during circle time, ensuring that "all" young learners can participate. The Universal Design for Learning (UDL) framework, which is presented in this article, is especially useful in considering ways teachers can promote participation, access, and inclusion.