Is it possible to implement an instructional practice without administrative oversight? How do you share your story with others to improve instruction and student learning? When working with at-risk and adjudicated students, Angelina and Melissa Kreger sought evidence to support their instructional philosophy and, in the process, found the language of Universal Design for Learning. Although colleagues were unaware that they were intentionally designing their classrooms, they found increased student learning supported by state-wide assessment data. Later, when these gains were replicated with high-achieving students, they became convinced that they needed to share their practices with others. Much to their surprise, they could not gain the interest of all stakeholders. This forced them to start evaluating how to implement UDL when no one is watching.