Legislation and contemporary social policies that favor inclusion and academic accommodations have contributed to a rise in the enrollment of students with disabilities, including students with autism spectrum disorder (ASD), on postsecondary campuses today. However, the literature is scarce about how instructors can routinely address the needs of students with ASD in their classes. There have been reports of how universal design (UD) strategies support the academic success of students who have various disabilities. By comparing instructional strategies that benefit students with ASD to UD strategies reported in the literature, the authors illustrate how a teaching method that benefits a student with a specific disability such as ASD can inspire the development of a UD strategy designed to benefit all students. Potential benefits of the UD approach for students with ASD are revealed and recommendations are made for future research as well as professional development and support for faculty that can be delivered and/or promoted by disability support personnel.