This article describes how middle school teachers can improve students’ science performance using video games that incorporate principles of the Universal Design for Learning (UDL) framework. Research indicates that video games can enhance the education performance of a diverse range of students, including students with learning disabilities (LD), English language learners (ELLs), and students who struggle with reading but have not been identified as having a disability (Marino 2010). By strategically targeting adolescent learners, science teachers can engage students in exciting and authentic learning experiences during a period when they typically withdraw.