With diversity constituting a hallmark of American higher education, college classrooms are becoming increasingly characterized by students with differing educational histories, experiences, and cultural backgrounds. The importance of using inclusive instructional strategies becomes even more significant when teaching heterogeneous groups of students. Universal Design for Instruction (UDI) and its relevance for teaching college students with learning disabilities are presented, including the perceptions of these students about effective teaching methods and qualities of helpful college instructors gathered through focus group research methodologies. Observations are offered about the critical need to craft a rigorous research agenda regarding emerging educational practices based upon Universal Design, and recommendations for consumers are delineated. (Contains 1 table.)