This case study was conducted to develop a proposal comprised of best practices for institution-wide implementation of Universal Design for Learning (UDL) in higher education. The analysis of data collected from interviews with individuals from institutions endorsed by the Center for Special Technology (CAST), the founding organization of UDL, informed this study and investigated the methods that proved effective for moving towards a standardized set of UDL principles. Transcripts were analyzed using replication logic from five case sites to identify themes. Five major themes emerged: establishment of a cohort UDL training model, solicitation of funding, refraining from the association of UDL with disabilities, incentivize teaching excellence, and recognition of the challenges associated with organizational culture change. These findings were informed by Oliver's (1996) critical disability theory which suggests that disabilities arise from socially constructed barriers rather than factors intrinsic to the individual. Vygotsky's (1978) social constructivist theory which argues that all cognitive functions originate in social interactions was incorporated as a secondary theoretical framework. [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.]