Purpose: The purpose of this study was to explore the perceptions of community college faculty regarding their experiences in learning and implementing a new pedagogical concept, Universal Design for Instruction (UDI). Specifically, I explored (a) their perceptions regarding the utilization of the UDI concept on their teaching strategies, (b) their descriptions of students' academic performance, and (c) their recommendations for professional development in the teaching and learning processes. Methodology: In this descriptive study, I utilized elements of phenomenological research to explore perceptions of eight community college faculty regarding their experiences in learning and implementing the UDI concept in instruction. These faculty members completed the UDI training and agreed to implement the concept in their instruction. Data collection involved analysis of audio recorded responses to a set of 22 structured interview questions that referenced the nine principles of the UDI concept. The participants were purposefully selected based on the additional criteria of (a) varied disciplines and levels taught and (b) years of teaching experience. Findings: Analysis of participants' responses to the structured interview questions revealed three themes regarding their experiences in learning and implementing the UDI concept. The themes were: (a) differentiated teaching strategies, (b) faculty anticipation of students' learning needs, and (c) UDI is a valuable teaching concept. All participants students' learning needs, and (c) UDI is a valuable teaching concept. All participants viewed the UDI concept training and the implementation of the concept in instruction as a valuable tool for college faculty. Some suggested that it be required as part of orientation for new faculty and as a refresher course every other year for other faculty. They expressed their views regarding the importance of community college leaders' support for continued professional development for faculty to address diverse student needs. Implications and Conclusions: This descriptive study supports the literature review concerning the challenges that community college faculty face in teaching a growing number of diverse student learners. Faculty report the need to learn instructional strategies that serve a wider range of student learners. This study may provide important information to community college leaders and faculty to assist more students to succeed after they pass through the open-doors of community colleges where the mission is to serve the whole community. [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.]