The universal design for learning (UDL) approach to teaching, a method to create access for all students, can be extremely effective when adequate time, energy, and creativity are spent to apply it. The purpose of this article is to encourage the use of the universal design for learning approach to ensure the successful inclusion of all students from the beginning of the lesson to the closure. It discusses three variables that must be considered when designing a UDL lesson: (1) the attributes of the students; (2) the objectives of the lesson and individual students; and (3) modification variables. It also discusses the FAMME (functional approach to modifying movement experiences) model, a noncategorical approach (not based on disability labels) to creating modifications for lessons in order to enhance the learning of all students regardless of their ability level. This approach involves four simple steps that can be easily implemented by any teacher to create universally designed instruction: (1) determine the underlying components; (2) determine the students' capabilities; (3) match modifications to the students' needs; and (4) evaluate modifications. The article presents lesson variables that can be adapted to support various levels of underlying functional abilities. These variables, or modifications, fall into three areas: (1) equipment, (2) rules, and (3) instruction. (Contains 2 tables and 1 figure.)