The incorporation of digital technologies into adult education classrooms has seen steady growth for over two decades. Many computer-based applications are used for skills development, practice, and other activities inside and outside the classroom. Despite such integration, the COVID-19 pandemic profoundly affected in-person learning, catching many teachers off guard and unprepared to shift their face-to-face classes to wholly online, internet-based instruction with short to little notice. The learning curve was steep for most, despite any level of comfort they had using computer-mediated instruction in the live classroom. As programs find themselves reconvening in-person, the role of computer-mediated instruction is still highly relevant to instructional delivery and support, particularly for working with the diversity of abilities, interests, and experiences among adult learners. However, are these technologies and applications effectively integrated into the learning experience? This article aims to explore principles of adult learning and the effective use of digital technologies in education settings, both in-person and online, that exhibit flexibility to accommodate individual learning differences of adults supported by Universal Design for Learning (UDL) principles.