Given the current educational climate, new initiatives can be about as popular as the flu at a family gathering. Even with the best of intentions and preparation, systemic changes are often met with uncertainty, skepticism, and sometimes, cynicism. Those charged with putting what may seem as even more responsibilities and expectations on the already overflowing plates of educators have an obligation to ensure new learning and efforts to support implementation are relevant and effective, both immediately and across time. This resouce will examine one county’s approach to generating interest in Universal Design for Learning (UDL) and supporting implementation at multiple levels, by putting teachers back in the driver’s seat of their own professional learning.