Students with emotional and behavioral disabilities (EBD) typically struggle with instruction in regular classrooms/schools. The problem peaks in secondary schools where students with EBD have some of the highest dropout rates when compared to their peers in other disability categories (Bradley et al., 2008). Universal Design for Learning (UDL) is a framework that holds some prospects of success for students with EBD. It attempts to level the playing field, allowing students with EBD to receive instruction in regular classroom settings alongside peers. The present study employs the mixed research method to investigate secondary teachers' understanding of UDL when educating students with EBD. Participants are secondary teachers recruited from all over the USA. Results show that participants are using some elements of UDL and believe UDL to be effective but worry about barriers to implementation. Highlighted barriers include lack of time, administrative support, and resources. Recommendations for policymakers and administrators on how to support teachers with the implementation UDL are included. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]