Perhaps more than any other discipline, the teaching of mathematics lends itself to procedural recipes where students memorize and duplicate procedures by rote: if it looks like this, do that to it. Teaching practices that commonly flow from this procedural view are demonstration, repetition, and individual practice. A growing number of researchers argue that new approaches to help students learn mathematics are needed. In this article, the author presents a research she conducted to determine whether the principles of Universal Design for Learning (UDL) would result in increased student mathematical proficiency and achievement for all students in a typical Grade 7 classroom. Findings from her study are discussed. (Contains 6 notes.)