This essay recommends embedded tutoring as a strategy for the Universal Design for Learning Framework. Embedded tutoring embodies many metacognitive and academic self regulatory processes suggested by the UDL framework into one specific vehicle and disrupts the inherent classroom power dynamic. Utilizing Brookfield's critical lens, we trace the history of how systemic injustice creates inherent barriers to student learning in higher education and how well meaning faculty can reinforce these barriers. We then explore how UDL seeks equality for all but excludes underserved students and fails to address these barriers to learning. Finally, the essay recommends a best practice of embedded tutoring and how this can fulfill UDL's promise to achieve a greater level of equity in the university classroom for all students, including historically marginalized populations.