The aim of this study was to discover elementary school teachers' knowledge of universal design for learning (UDL). The study also examined the possible influence of relevant variables on the participants' responses. A total of 225 elementary school teachers participated in this study, including 84 males and 141 females. Multiple statistical techniques were used to examine the study data, including Pearson's correlation coefficient, Cronbach's alpha test, frequency, standard deviation, two-way ANOVA, and an independent sample t-test. The findings showed that elementary school teachers possessed a medium level of knowledge regarding UDL. Moreover, there were no statistically significant differences in the teachers' knowledge of UDL based on year of teaching experience, highest degree earned, or specialty. However, there were statistically significant differences in the teachers' responses in terms of their gender, in favor of female teachers. The implications of the findings are discussed, and recommendations are provided for future research.