This paper describes the preliminary findings from Year 1 of a 2-year efficacy study addressing the following research hypotheses: (1) compared with fourth-grade students using traditional paper-based science notebooks in business-as-usual classrooms, students in the Science Notebook for a Universal Design for Learning Environment (SNUDLE) classrooms will significantly increase their science content knowledge and motivation in science, and (2) a subsample of students with disabilities will experience significant positive interaction effects of the SNUDLE intervention. Preliminary findings from the first of a two-year randomized control trial suggest no significant impact on motivation or academic achievement in science among the full sample of fourth graders receiving the SNUDLE intervention.