Universal design for learning (UDL) is an instructional design framework based on neuroscience and education research. UDL leverages digital technology to create learning environments that adapt to diverse learner needs rather than the learner having to adapt to the learning environment. Empirical studies support the use of UDL as an effective instructional design framework for designing more inclusive learning environments and improving course design. The purpose of this study was to investigate the use of the UDL framework as an instructional approach to online course design and its relationship to student test results in a general psychology course. To analyze for a difference in group mean gain through a 2-tailed t test, UDL principles and guidelines were used to design an experimental course group, while a control group included the same general psychology course without UDL implementation. A quasi-experimental, quantitative research design with nonprobability purposive sampling techniques was conducted to answer the research question, Is there a statistically significant difference in the mean gain scores between learners taking a general psychology course designed using an UDL framework and learners taking a general psychology course that is not designed using the UDL framework? Eight end-of-unit quizzes were aggregated to obtain an average quiz score from each group (experimental and control). The average quiz score was used as the pre-test score for data collection, and the final quiz score was used as the post-test score for data collection. All the questions used for the quizzes and final exam were drawn from the same question pool; thus, all questions weighed the same. Data were then collected from average quiz scores (pre-test) and final exam scores (post-test) from the control group and the experimental group of learners who enrolled in and completed a general psychology course. The sample size for this study began with 30 students in the experimental group and 31 students in the control group. There was a variation in the number of students that took end-of-unit quizzes, as well as in the number of students that took the final exam (10 out of 31 in the control group and 6 out of 30 in the experimental group did not complete the quizzes and the final exam). This lowered the sample size to 24 students in the experimental group, and 21 students in the control group compared to 29 that were assumed in the power calculation, resulting in less reliability than if all the students in both groups had taken the quizzes and the final exam. No statistically significant difference was found in the mean gain scores between learners taking a general psychology course designed using an UDL framework and learners taking a general psychology course that is not designed using the UDL 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.]