An increasing number of students with disabilities have enrolled in colleges and universities across the United States since 1973, largely due to the opportunities provided by the passage of disability laws that mandate accommodations be provided to students with documented disabilities (Rao, 2004, p. 19). However many faculty members, although experts in their own fields, do not understand how to implement the best teaching and learning practices for students with varied learning needs. As a result, frustration on the part of both faculty and students occurs, and student learning outcomes can be negatively affected (Zhang et al., 2010). This article examines how schools should seek to educate all students as whole persons by developing holistic plans for training and supporting faculty members through faculty professional development in the areas of differentiation, Universal Design in Instruction (UDI), and faculty-student mentoring programs (McDonald, 2014b).