One goal of UDL is to expand access to educational opportunities and to increase success in meeting educational outcomes by identifying and eliminating barriers that exist in current educational practices (Hackman & Rauscher, 2004). This goal resonates deeply with teachers who understand that making learning relevant for students increases engagement and engagement is tied to student success (Edyburn, 2010). This was true in a rural elementary school in Minnesota, where the principal established a UDL initiative and invited the presenters to facilitate a series of professional development activities and provide support to teachers during a year of implementation. After a year of implementation, we began analyzing data from recorded coaching sessions and identified the most prominent challenges as well as patterns of growth and accomplishments. In this session, we discuss and normalize the challenges that teachers commonly experienced during the first year of UDL implementation and share practices that supported teacher development to redefine success in UDL implementation.