This article explores how Universal Design for Learning (UDL) can help language educators meet ACTFL standards, including 90% target language use, by transforming learner variability into pathways that enable all students to access, engage with, and succeed in acquiring a second language. Though widely used in STEM, UDL is still emerging in language classrooms. When applying its core principles of engagement, representation, and action/expression, teachers can design lessons around student interests, sustain meaningful target language communication, and foster flexible routes to success. Even one small step, such as adding choice or reflection, can promote more student agency, connection, and joy in the classroom. [Note: The page range (117-125) shown on the PDF is incorrect. The correct page range is 117-126.]