Using a sample of 867 students in Grades 5-12, the present study investigated whether students’ perceptions toward the instructional environment in classrooms that employed Universal Design for Learning differed by school grade level and teacher gender. High-school students in the study showed higher perception scores than upper-elementary or middle students in the personalization and participation aspect of the classroom environment. The results for teacher gender indicated that students in the study perceived a more personalized classroom environment with female teachers than with male teachers. Policy implications and methodological considerations are provided for future research.