As public schools strive to provide all students access to and success with the general curriculum, potentially leading them to postsecondary educational opportunities that prepare them for fulfilling and engaging careers, recent federal legislation clearly reflects the need to ensure that all students are supported in achieving rigorous educational goals. One of the instructional supports addressed in the legislation is Universal Design for Learning (UDL). In order to further explore effective use and implementation of UDL in classrooms, the present study examined special education teacher candidates' perceptions toward UDL principles and applications to their field-based teaching experiences. This phenomenological study with six teacher candidates in special education and the dual major in elementary education and special education may add an insight into effective ways of preparing teacher candidates acquire and apply UDL principles to their teaching practices.