Although promoting inclusive education for all learners has received significant attention internationally, research about learners’ engagement in a large class through integration of the Universal Design for Learning (UDL) is minimal. The aim of this article is to explore ways to enhance student engagement in large classes which are foregrounded to inclusive teaching and learning in a short course run at the Division of Disability Studies at the University of Cape Town (UCT). A qualitative method was employed for two focus group discussions among learners and tutors. Findings show the strength and weaknesses of the course, technology as a tool for UDL and the value of adding a practical aspect of the course. It was concluded that though there was evidence of the application of the UDL principles which enhanced student engagement, further development of the UDL principle was recommended.