This is a literature review concerning Universal Design for Learning (UDL) in the context of higher education. Section one discusses the history and evolution of UDL and its relationship with Universal Design (UD). Section two describes the UDL guidelines set forth by the Centre for Applied Special Technology (CAST). Essentially, the CAST UDL guidelines state that all learning environments should provide multiples means of representation, multiple means of engagement and multiple means of action and expression. Section three seeks to identify and explain what the author considers to be the main themes of UDL in higher education. Section four identifies the main challenges to implementing UDL in higher education. Section five explores what the existing research has to say about the effects of UDL on student learning and the student experience. Section six is a brief reflection and conclusion.There is an appendix with a list of institutions (outside of the US) that have adopted UDL to differing extents and some links to the respective institutions' websites. This literature review was commissioned by the University of Waikato as part of a research project into UDL and how it can be better integrated into teaching and learning at that institution.