As I read the latest issue of the "Learning Disability Quarterly", I was appreciative of the essay by King-Sears (2009) highlighting the value of universal design for learning (UDL) to the learning disability community. The allure of UDL has captured the imagination of many educators and policy makers. The recent reauthorization of the Higher Education Opportunity Act of 2008 (Public Law 110-315, Section 202, I, A), for example, requires colleges of education that receive federal funding for teacher quality partnership grants to report on the outcomes of UDL training within their preservice preparation programs. King-Sears' efforts to encourage the learning disability community to dialogue about UDL are noteworthy and timely. Given that the King-Sears piece was featured as a "Commentary" article designed to spark conversation about contemporary topics, I would like to take this opportunity to extend the conversation and highlight nuances associated with translating UDL theory into practice. As someone who has been involved in helping individual teachers as well as schools, states, provinces, and policy makers translate UDL theory into practice, I am concerned about the ability of the profession to implement a construct that it cannot define. (Contains 2 figures.)