Universal Design for Learning (UDL) is a framework for curriculum design, instruction, and assessment that gives all students equal opportunities to learn and to demonstrate what they have learned. UDL is built on the premise that there is not one kind of learning. Learning differs across tasks, across development, and among individuals. UDL is particularly relevant to Maryland's systems of education. Maryland is known for its high expectations for all students as well as for the diversity of its student population. The Universal Design for Learning Task Force was established through House Bill 59 and Senate Bill 467. The Task Force was charged with examining the efficacy and feasibility of implementing UDL in Maryland's educational systems, and promulgating proposed regulations. The Task Force members reviewed the literature on UDL, interviewed national experts regarding the application of UDL principles, and experienced the use of those principles within Task Force meetings. As a result of these experiences, the Task Force members reached consensus that the application of UDL principles should be promoted throughout Maryland education systems to ensure all learners have the best opportunity possible to equitably benefit from teaching and learning activities. The Task Force also reached consensus that at this time, it would be premature to promulgate proposed regulations. However, Task Force members recommended the development of a strategic and systematic plan for building stakeholder awareness and capacity at the State, local, and institutions of higher education levels prior to mandating policies through regulation. As a result, the Task Force members have made recommendations for suggested guidance or steps that can be taken by the State Board of Education, the Maryland State Department of Education, institutions of higher education, local school systems, and schools to lay the foundations for increased implementation of the application of UDL principles in the coming years. These recommendations are presented in this paper. Appendices include: (1) References; (2) Literature Review; (3) UDL Guidelines Graphic; (4) UDL Guidelines Educator Checklist; (5) Description of the Task Force Process; (6) Meeting Agendas; (7) Meeting Notes; and (8) Task Force Charge. (Contains 3 figures.)