To date, a mere handful of studies have been conducted to determine the effectiveness of providing training to university instructors on the principles of Universal Design for Learning (UDL) and the impact this training has on student outcomes, especially for students with disabilities. While these studies offer some useful data, their results may be considered inconclusive because they did not use control groups and therefore had no comparative data regarding outcomes in courses where UDL was not implemented. This paper, which builds on a study published by these authors in a previous issue of JPED (Schelly, Davies, & Spooner, 2011), responds to the gap in the literature by measuring the effectiveness of instructor training regarding the principles of UDL and techniques for its implementation. It does so by comparing student perceptions of instructor teaching methods, as measured by a UDL questionnaire, completed before and after the instructors received UDL training and by comparing those results to a control group of students taking the same course in a different section where instructors did not receive UDL training.