Closed-captioning technology has been available for decades and is often used by individuals with disabilities to access video-based information. Videos are routinely used by educators in higher education settings throughout the United States. It is unknown, however, if closed captions are educationally beneficial for all students. The purpose of this study was to examine the educational benefits of closed captioning among college students without disabilities and their associated attitudes toward the technology. The use of closed captions adheres to the principles of Universal Design that encourage stakeholders to build environments and products that are accessible to all individuals. However, more evidence-based research is needed on the utility of this technology in college classrooms. Two separate video-based studies were conducted at one university, and groups were randomly assigned to "caption" or "no-caption" conditions. It was hypothesized that exposure to closed captions would increase students' recall and understanding of video-based information and improve attitudes toward the technology. Results suggested that participants who were exposed to closed captions scored significantly higher on the subsequent assessment. Participants who already used closed captions in their daily lives had significantly more positive attitudes toward the technology. Recommendations for college-level educators and further study are provided.