This is the third and final column of a special series on the topic of universal design for learning. Interested readers are encouraged to review the previous two articles: Enhancing Executive Function While Addressing Learner Variability in Inclusive Classrooms (Volume 56, Issue 3) (EJ1280159) and Classroom Menus for Supporting the Academic Success of Diverse Learners (Volume 56, Issue 4) (EJ1285051). In the following column, I examine the relationship between universal usability and universal design for learning (UDL).