Addressing the unique needs of children of all ages and abilities, Universal Design for Learning (UDL) is gaining momentum in schools and preschools around the nation and the globe. This article explores Universal Design for Learning and its promising applications to a variety of reading and language arts experiences in the Early Childhood classroom. In UDL-infused classrooms, literacy experiences become multi-sensory and meaningful for young learners, thereby increasing their motivation and ultimate reading comprehension. The four core principles of Universal Design for Learning--multiple means of representation, multiple means of engagement, multiple means of engagement, and multiple means of assessment--are integrated into a sample literacy comprehension program designed to improve young children's text connections. The applications of UDL to enhancing children's reading and comprehension connections are demonstrated through the use of grand conversations, literacy circles, oral language experiences, creative dramatics, and play in teaching reading and language arts. This article illustrates how informed teachers may enlist a plethora of multiple intelligence and cognitive theory-based literacy strategies that promote automaticity and a life-long love of reading for young children. Using stimulating and engaging text-to-text, text-to-self, and text-to-world connections, teachers and learners realize the rich implications of the four key principles of Universal Design for Learning. (Contains 1 figure and 1 footnote.)