This study describes the impact of the College Supporting Transition, Access and Retention (College STAR) project at a public university in the southeastern United States, which sought to develop faculty knowledge, skills and competencies to better meet the needs of diverse student populations, especially those with learning differences. A focus of the program was to establish a Faculty Learning Community (FLC) around implementing Universal Design for Learning (UDL). Alternating between content-based workshops and working sessions, participants collaborated to redesign their courses around the principles of UDL. The FLC's emphasis on shared learning and collaboration helped faculty feel supported and empowered to implement changes in their teaching and to introduce discussion about UDL into their home departments. Using multiple measures, including the assessment of faculty's pre- and post-participation levels of the knowledge and use of UDL principles and artifact analysis, the evaluation evidenced the positive impact of the FLC on those participating faculty.