In addition to a complex legal environment, students with disabilities experience the campus climate differently than do peers without disabilities due to pervasive stigma (Eilola et al., 2011; Lombardi & Murray, 2011). Studies focused on faculty perceptions have revealed that this stigma can be reduced through evidence-based programs (Buchanan et al., 2010; Junco & Salter, 2004). Only case study research has explored whether the same would be true for student affairs professionals (Evans et al., 2005), but existing literature indicates that the way that student affairs professionals think about student experience impacts practice more generally (Reason & Kimball, 2012). Faculty with positive perceptions of students with disabilities are also more likely to adopt effective practices (Cook et al., 2009; Lombardi & Murray, 2011). Among these positive practices, the use of universal design principles has the potential to radically transform the experiences of students with disabilities (Izzo, Murray, & Novak, 2008). Universal design refers to the design of environments, programs, services, and products so they are "welcoming and useful to groups that are diverse in many dimensions, including gender, race and ethnicity, age, socioeconomic status, ability, disability, and learning style" (Burgstahler, 2008, p. 37). The seven principles associated with universal design include: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance of error, low physical effort, size and space for approach and use (The Center for Universal Design, 1997). In short, universal design makes environmental interventions rather than by "treating" people with disabilities. Unfortunately, no empirical studies have documented if, or how, student affairs professionals understand and/or implement universal design principles. Methods Design. This study utilized an action-based, constructivist grounded theory framework (Charmaz, 2006) for the collection and analysis of focus group data (Morgan, 1996; Hernandez,