In this study, we examined the effects and impacts of infusing UDL teaching strategies into a semester-long, elementary social studies methods course for students enrolled in a BA/M.Ed. program. Faculty planned and then spiraled UDL content into the course. We provided support to Teacher Candidates (TCs) with course instruction and materials, lesson modeling, video examples, and targeted assignments to increase their knowledge, and use of, UDL and CRT principles and guidelines in their lesson planning. Lesson plan assignments, teaching reflections, and a pre/post survey were analyzed, looking for trends in using teaching methods, UDL strategies, and connections to social justice and civic engagement. TCs were able to incorporate a variety of strategies into their assignments that indicated an understanding of UDL principles and guidelines. TCs indicated a higher level of confidence in using social studies teaching methods and UDL strategies, as well as a stronger belief in using UDL strategies, at the end of the semester.