Universal Design for Learning (UDL) is a growing pedagogical approach. Recent years have seen an increase in references to UDL within educational law and policy as well as growing body of empirical research examining this approach. However, in spite of a focus on facilitating learning, the field has yet to come to a consenseus regarding the definition of learning. This paper seeks to examine various definitions of learning and proposes a neuropsychological definition for the puropse of developing agreement among UDL practioners and researchers.