This study examines the implementation of Universal Design for Learning (UDL) principles in teacher preparation courses, emphasizing the role of teacher educators in modeling best practices. The research focuses on two aspects: (1) Does modeling UDL principles that align with student needs enhance engagement in teacher preparation courses? and (2) How do students perceive the impact of UDL principles on their individual learning needs and their ability to express and engage in courses? Utilizing a mixed-methods action research design, this study fosters reflective practice among teacher educators and evaluates the effectiveness of UDL strategies. Findings indicate that the instructors were highly effective in creating a positive and inclusive learning environment, enabling students to feel supported and safe in expressing themselves. This research contributes to the ongoing discourse on effective teaching strategies in higher education, highlighting the importance of UDL in preparing future educators.
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