This study explores the implementation and impact of Universal Design for Learning (UDL) principles in community college online courses. Using a qualitative research approach, the study investigates how UDL affects student engagement, accessibility, and learning outcomes from the perspectives of both students and instructors. Data were collected through interviews with three students and one instructor, as well as a comprehensive analysis of course content to assess alignment with UDL guidelines. Findings reveal that while UDL principles enhance accessibility and foster a more inclusive learning environment, discrepancies exist between faculty and student perceptions of course quality and effectiveness. These differences highlight the need for improved communication and targeted strategies to bridge gaps in understanding. Furthermore, the study emphasizes the importance of designing courses that address diverse learner needs while promoting active participation and engagement in asynchronous settings. The research contributes to the growing body of literature on UDL in higher education by offering practical recommendations for enhancing online course design. It highlights the potential of UDL to improve educational outcomes in community colleges, where diverse student populations face unique challenges. [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.]