The COVID-19 pandemic of 2020 forced many schools to deliver remote and/or online instruction, at least intermittently, to all students, including those with learning disabilities (LD; Grant, 2020). The move to remote (i.e., education provided not in the physical classroom or school) or virtual (i.e., learning facilitated by digital tools) instruction started in Spring 2020 and continued throughout the 2020--2021 school year for some schools (Microsoft & New Pedagogies for Deep Learning, 2020). Regardless of the emergency or sustained nature of delivering online instruction to students with LD throughout the pandemic, secondary special education teachers were and still are left with limited research, guidance, or practices on how to implement effective online mathematics instruction (Basham et al., 2016). This article presents concrete suggestions for providing online explicit instruction in secondary mathematics to students with LD aligned within an Universal Design for Learning (UDL) framework.