As diversity of student enrollment increases, postsecondary institutions must address the inclusiveness of physical and virtual learning environments. Doing so requires engaging faculty in a conversation about their online pedagogy and course design. This study employs Universal Design for Learning (UDL) as a means for faculty to reflect on and solve instructional problems in their courses. It follows a sequential, exploratory, quasi-experimental, mixed-methods approach. Instructor-focused, in-depth interviews capture the experience of instructors as they reflect on their personal history that led them to teaching. They identified a portion of one of their online courses to improve and selected modifications inspired by the UDL framework. They also reflect on the subsequent interactions with their students with a focus on changes they have observed in relation to the modified portion of their course. The student-focused portion of the study examines the effect these modifications have on student outcomes through quantitative and qualitative analysis of their responses to a survey. The student-provided data were compared across control and treatment sections for each course. This study demonstrates how the UDL framework and guidelines can be used as a tool for qualitative research in addition to its traditional role as a prescriptive model. The synthesis of all data from the study provides postsecondary educators with an empirical account of UDL's utility and attempts to address barriers to adoption. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]