This paper represents a partial report on the design and implementation of a case study based upon a series of observations, interviews, and the analyses of materials that were utilized to discover how a Hawai'i Department of Education (HDOE) teacher utilized TPACK to support UDL in an inclusive instructional environment. A constant comparative methodological and content analyses of data, paired with peer and expert review, and member checking were also utilized to ensure inter-rater reliability and rigor within this research study. Findings suggest that UDL-based instruction requires a combination of time, digital and physical resources, and effort; and, delivering such instruction may be supported by a TPACK that incorporates a range of strategies and materials. Recommendations include the ongoing integration of 21^st century standards, technologies, and related professional development for educators. Additionally there is also a call for innovations within administrative policies and visions to provide opportunities that further the ongoing development of TPACK, for practitioners in the field, as well as broadening opportunities for research that advance the connections between TPACK and UDL.