While students begin schooling with high engagement levels, these levels begin to drop in the middle years of schooling but appear to recover somewhat in 10th grade, suggesting that the middle years of schooling are an especially vulnerable time in terms of student engagement (Willms et al., 2009). Moreover disengagement is most common in students who are traditionally underserved at school, including minority students, Indigenous students, poor students, and students with special educational needs (Caledon Institute for Social Policy, 2005; Organization for Economic Cooperation and Development, 2013; Richards & Vining, 2004). Given the strong relationship between learning environments and engagement, the current study sought to investigate the effects of a pedagogical model based on the principles of universal design for learning on the engagement of a group of diverse learners. Furthermore, the authors sought to investigate its effects on both early and middle years students, with the intension of determining whether the intervention would be effective in addressing the drop in engagement that has been observed over the course of these school years.