Originally implemented in general education classrooms, project-based learning (PjBL) is gaining traction in classrooms serving diverse learners at the elementary, middle, and high school levels as well as in alternative and segregated settings. Emerging evidence suggests PjBL may be especially useful for engaging students at risk of school failure, including students from low socioeconomic status, students with high rates of school absences (Creghan & Adair-Creghan, 2015), and students with high-incidence disabilities, such as learning disabilities, emotional and behavioral disorders, and other health impairments, including attention deficit hyperactivity disorder (Condliffe et al., 2017; Kingston, 2018). PjBL also aligns with Universal Design for Learning (UDL), a framework for optimizing teaching and learning to account for individualized learning differences by providing multiple means for representation, action and expression, and engagement (CAST, 2018; Krezmien et al., 2017). This article describes the application of PjBL design principles using the Car Project as a case example. The author provides suggestions for how educators can integrate special education high-leverage practices (HLPs) (McLeskey et al., 2017) and UDL principles (CAST, 2018) through implementation of the PjBL principles in each phase. Descriptions and specific examples of each design principle are provided.