Awareness of how to ensure that a family and consumer sciences (FCS) classroom meets the criteria of universal design is essential. Yet, meeting the requirements for students with diverse abilities may be perceived as a daunting task when educators think about planning, delivering instruction, and assessing learner outcomes. Differentiated instruction uses the same curriculum for all students, but modifies the learning task and outcomes to meet the student's diverse learning needs. The purpose of this paper is to identify strategies that can be utilized by the FCS educator to make the FCS classroom accessible for all students. An FCS student teacher shares her experience of differentiated instruction as she provides universal design for her students.