Adult learners come to the learning experience from diverse backgrounds, myriad experiences, interests, and preferences for perceiving information, engaging with the learning, and expressing what they know. To ensure equitable learning outcomes, these dimensions of predictable variability must be proactively designed for in the curriculum. While the complexity of the variability may feel like a Herculean design effort, leveraging the principles of Universal Design for Learning (UDL) can help learners achieve high-level goals. To do so, curriculum developers and teachers must set clear goals that allow for multiple pathways to reach that goal. They must also anticipate barriers and proactively design for variability. As a result, when options are expanded for learners, students become active participants in the learning environment rather than passive bystanders. This reflection encourages curriculum developers and teachers to view themselves as the architects of flexible design who use UDL to design personalized instruction.