Proponents of Universal Design for Learning (UDL) claim its flexibility can lead to improved educational achievement (engagement, expertise, performance) for diverse learners. In this context, “diverse learners” are populations of marginalized students for whom evidence of achievement/performance gaps exist; these groups include (but are not limited to) students with disabilities, students of color, students with low socioeconomic backgrounds, and students with linguistically diverse backgrounds (e.g., ESL students). Unfortunately, while there is evidence that current instructional practices are not effective for diverse learners, primary and secondary research measuring the success of UDL-modeled curricula is significantly lacking. As shown in my logic model (above), I am interested in exploring the impact of UDL-aligned practices on the students’ expectancy and values. I’m specifically interested in studying these effects in undergraduate populations.