Voices of practitioners are often missing in research studies. This project focused on examining general education teachers' stories as they relate to implementation of Universal Design for Learning (UDL) framework and inclusion of students with moderate to severe intellectual disability. Seven general education teachers from Canada and the United States participated in this study. Narrative inquiry was utilized as a method of data gathering and analysis. Four themes emerged: designing for learner variability, talking about inclusion, teaming fosters success, and differing descriptions of UDL. Discussion of implications to research and practice is included.