Learner variability exists in every classroom, can present itself in many forms, and applies to all students. There has been a positive shift in practitioners acknowledging the need for differentiated instructional practice for students' academic and behavioral learning needs. However, there is still little insight into how to successfully integrate inclusive supports in the design and implementation of instruction for all student learners. This research examines the teaching and learning practices with the Universal Design for Learning (UDL) framework and assistive technology (AT) used to build supports that proactively anticipate the needs of all students. Specifically, this study explores how senior-level preservice teachers approach the inclusion of specific learning supports and how that impacts their potential to meet the needs of all student learners with science content. This study design implemented a qualitative, embedded single-case study to provide a rich account of preservice teachers' perspectives on their process for designing and implementing a science lesson integrated with UDL-aligned strategies and AT to support the students in their student teaching classroom. This study involved three senior-level preservice teachers from one public university teacher preparation program and their mentor teachers. Data collection occurred over three months and included two semi-structured interviews with each preservice teacher and one semi-structured interview with each mentor teacher. Data also included observing each preservice teacher's implemented science lesson and document analysis of their lesson plan. Data were analyzed in five phases. Phase 1 of data analysis included organizing and reviewing all data sets during data collection. Phase 2 involved the creation of a priori codes, selecting a narrative perspective for analysis, and creating a preservice teacher profile template to guide the coding process. In Phase 3, a categorical coding framework was developed to generate the preservice teacher narratives systematically. Phase 4 included the first and second cycles of coding. Phase 5 of data analysis consisted of within-case synopses and the cross-case analysis of the preservice teacher narratives, which synthesized prominent themes across all three cases. The shared and analyzed experiences of the preservice teachers' perspectives on designing and implementing inclusive science instruction illuminated "The Preservice Teacher Approach" to inclusive supports. This approach includes three components with corresponding elements that impact one another: how the preservice teacher designs and implements inclusive supports, what teaching and learning methods and supports they choose, and why they decide to take those specific steps and actions. This study exposed how the preservice teachers' teaching and learning experiences impacted their knowledge, awareness, and ability to plan and execute inclusive instruction. Participants were provided with the space to connect brain science, instructional design, technology, and student diversity proactively and intentionally within a science context, which illuminated when inclusive instruction was being achieved and when it was not. There is still much to learn about how to integrate UDL-aligned strategies and assistive technology for the two to benefit students with and without learning disabilities mutually. However, this study provided a glimpse of the conditions that impact a preservice teacher's approach to planning and teaching students based on their learning needs. [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.]