Classroom Audio Distribution Systems (CADS) consist of amplification technology that enhances the teacher's, or sometimes the student's, vocal signal above the background noise in a classroom. Much research has supported the benefits of CADS for student learning, but most of it has focused on elementary school classrooms. This study investigated the effects of CADS in the postsecondary setting. Surveys and focus groups were used to elicit the perspectives of both students and professors toward CADS in university classrooms, revealing many themes and multidimensional attitudes. Teachers' and students' perspectives are considered within the principles of Universal Design for Learning (UDL), which encourages a flexible approach toward teaching in order to include as many different types of students as possible in the learning process. CADS is seen as one way to support UDL in higher education settings.