The incorporation of universal design for learning (UDL) in higher education holds promise for enhancing student engagement and fostering deeper learning experiences. This case study delves into the implementation of UDL in a blended graduate course by examining students' perceptions of their learning encounters. Data collection involves an online survey followed by in-depth semistructured interviews, with the aim of gaining insights into participants' perspectives. This study highlights the significance of thoughtful consideration of instructor presence in blended learning settings where physical presence may be limited. The attributes of UDL courses, such as flexibility, clarity, and rigour, significantly influence student experiences. This study contributes valuable insights to the existing UDL literature in higher education, informing the creation of more inclusive and engaging blended learning initiatives. The study's outcomes have the potential to offer guidance to educators, instructional designers, and policymakers seeking to effectively integrate UDL principles into blended learning environments.