Teachers across the United States struggle with meeting students' needs in their classrooms amidst the growing diversity of children in their classrooms and the amplification of standardized testing. Time and again, teaching with the heart and action of inclusivity is placed on the back burner as teachers feel the pressure for students to perform well, particularly in the area of mathematics. However, with these pressures, the intersection of universal design for learning (UDL) and culturally responsive pedagogy (CRP) can become an essential piece that impacts students' learning and reshapes teaching practices. This practitioner research study investigated students' responses at the intersection of UDL and CRP. It explored this intersection in the subject area of mathematics and the insights the teacher-facilitator gained. The study was situated in a Title 1 school during a two-week mathematics unit of fraction comparison and equivalence during the 2023-2024 school year. It addresses two requisite research questions: (1) How does a small group of students in a third grade elementary school classroom respond to mathematics instruction that combines UDL and CRP? and (2) What key insights do I gain around my teaching from simultaneously implementing UDL and CRP for mathematics instruction? Through data collection methods that included observations with fieldnotes, two semi-structured interviews, artifacts of student work, and a researcher journal, the data analysis and the findings revealed important themes for both research questions. Data concerning students' responses to this intersection include math self-perception and experiences and engagement. Engagement and support in the learning process and time as a challenge reveal themes concerning the insights the teacher-facilitator gained. These themes accentuate the importance that the combination of UDL and CRP have in mathematics for students. Additionally, the results of this study show the need for the implementation of this intersection in mathematics instruction. These two frameworks when combined can provide students with equal access to the curriculum and opportunities to be successful. Furthermore, it enables teachers to be proactive about engaging their students in instruction that addresses the needs of all students. [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.]