Technology has often been called the "great equalizer" that will bring more opportunity and access with each advancement. That advancement has continued to grow exponentially for decades. Unfortunately, the promise of greater access has not always been fulfilled because digital accessibility for people with disabilities is not guaranteed without intentional effort. Higher education, like many industries, has a long history of failing to meet digital accessibility requirements by both user standards and legal requirements. COVID-19 accelerated the adoption of digital materials and technologies and further revealed the detrimental impact of not planning for accessibility. As a result, institutions of higher education are continuing to receive greater pressure to ensure digital accessibility, which includes growing interest from federal regulators and enforcement agencies. Despite clear expectations for accessibility, there is no single best practice to ensure those requirements are met. It is not clear where to start or how to build a proactive, systemic approach that does not solely rely on the time-consuming process of remediation. This practice brief proposes the adoption of the AEM Quality Indicators with Critical Components for Higher Education as a framework to help postsecondary institutions realize the vision of digital accessibility. The authors will describe the development and use of the AEM Quality Indicators with Critical Components for Higher Education and share experiences and narratives from three experts that have successfully utilized this framework at their institutions.