Affect represents a crucial element to the learning process, and learners differ markedly in what sparks their motivation and enthusiasm for learning. Learners must be able to bring their authentic selves to the learning environment and find connections to what matters most in their lives. The UDL framework emphasizes the idea of learner variability, and learners’ multiple and intersecting identities are an essential layer of fully recognizing the notion of learner variability. While we emphasize dimensions of identity as a part of variability in this section on Multiple Means of Engagement, the essential role identity plays in learning is woven across all three UDL principles. Further, learners' interests and sources of motivation may vary depending on the context. Some learners may be highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. And, these preferences might vary from week to week or even day to day. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; multiple options for engagement are essential.