Universal design for learning (UDL) began as an idea to improve access to education for students with special needs and has recently been included in federal educational policy. There is minimal evidence of how teachers perceive UDL or what teachers experience while implementing UDL. This two-part study used qualitative and quantitative methods to examine teacher perceptions of UDL from a single district in a Midwestern state. The study sample varied within each part of the study. For Part One, there were nine classroom observations and teacher interviews, response rate of 30% and 27%, respectively, and two administrator interviews (response rate of 33%). For Part Two, 41 individuals participated in the Concerns-Based Adoption Model (CBAM) Stages of Concern Questionnaire, and 57 participated in the UDL survey, with response rate of 5% and 7%, respectively. Key results showed that some teachers felt UDL had not influenced their teaching and for others UDL was so internalized that it pervaded all areas of a teacher’s experiences, teachers understood what UDL was but did not know how to apply UDL in the classroom, nor was UDL viewed as a priority. The perceived level of UDL support varied from building to building and the more experienced a teacher was with implementing UDL, the less UDL was actually demonstrated in the classroom. The question arose as to whether teachers really knew the difference between UDL and just ‘good teaching’. A multi-district study which further examines the changes that take place in the classroom during UDL implementation from inception through advanced implementation years would enhance these results and add to this foundational research.