This article, published in the Journal of Applied Instructional Design, explores how the framework of Universal Design for Learning (UDL) can support the design of curriculum and instruction for online learning environments. Online learning (fully virtual or hybrid) has become more prevalent since the COVID-19 pandemic, with educators continuing to develop more resources for effectively delivering instruction online and offline (synchronous and asynchronous). This article first introduces the framework of UDL (representation, expression and action, and engagement) and draws a connection between its use in inclusive education spaces and online learning environments. The author argues that online learning environments can benefit from the UDL Design Cycle, which is a proactive approach to instructional design that informs intentional reflection of one’s content, methods, and assistive technologies that instructors may utilize to ensure the greatest learning outcomes for students’ varied skills and strengths.