A major tenet of Universal Design for Learning (UDL) is providing flexibility and choice. This pilot study investigated a UDL-based approach called multiple entry points for project creation in Scratch as a way of scaffolding learning for block-based programming projects. Allowing student choices for interactions with computer science (CS) learning decreases barriers to entry for all students, especially those with disabilities. Multiple entry points provide varied challenges and scaffolding and aligns with the UDL framework as delineated by CAST [3]. Multiple entry points involve presenting learners with different versions of projects, requiring different kinds of interactions and scaffolds that assist learners in achieving the goals of UDL: Multiple means of engagement, representation, and action & expression - especially those related to comprehension, perception, and language & symbols. The pilot identified that the names given to the options as well as the order of the options impacted learner selections. This information can inform the development of future multiple entry point projects.