Universal Design for Learning (UDL) is becoming increasingly popular at the university level as a means to bolster student success and achievement. Previous research has suggested that UDL, which highlights student choice, has many positive benefits for students. In particular, UDL may increase internal locus of control, the belief in one's ability to influence outcomes in one's life. However, the relationship between UDL, internal locus of control, and the perceived availability of choices in the classroom has not been empirically tested. The present study measured locus of control and the perceived number of instructor-provided options across several sections of Introductory Psychology, comparing courses that used a choice-infused UDL approach to traditional (non-UDL) approaches. Our results suggest that while implementation of UDL was associated with both a larger perception of choice and higher internal locus of control, students with high internal locus of control generally perceived more choices, regardless of UDL implementation. Implications for college-level instructors are discussed.