With the increase in online courses and the associated rise in the number of disabled students enrolling, there are specific expectations for faculty members to prepare courses to be accessible. This study, using feedback from a sample of seven community college faculty members, explored the value of training in universal design for learning (UDL) on the design of accessible online courses, using a pre-experimental, cross-sectional, mixed methods design. Findings from the study indicated a statistically significant increase, pre test to posttest, in overall knowledge of the principles of UDL as well as a statistically significant increase, pretest to posttest, in importance placed on the design of accessible courses. These findings were supported by the embedded qualitative data which included concrete examples of how the use of UDL principles and design strategies was stronger in the posttest results. The outcomes of this study indicated that providing training for faculty members about the principles of universal design for learning (UDL) is important in terms of the effective design of accessible online courses. The results also highlighted the value of UDL training with the necessity for educational institutions to comply with disability related laws and the continued growth in the number of disabled students enrolling in the online courses. As this growth continues, the need to design online courses that are accessible will becomes more critical to the field of instructional design. Findings from this study indicated that this need can be effectively addressed by making UDL training an integral part of professional development for community college (an possibly other) faculty members who design their own courses.