One significant barrier to student success in courses across the curriculum is the rising cost of access to course materials (Colvard et al., 2018.) While Open Educational Resources and other free materials have seen increased use in recent years, not all faculty and students are entirely comfortable or familiar with their use (Anderson & Cuttler, 2020; Hilton, 2019). Yet there is at least some evidence suggesting that turning to open materials not only improves access to education by removing cost as a barrier, but also contributes to the improvement of student learning (Hilton, 2020; Colvard et al. 2018). This poster presents an example of a service course deliberately designed to use OER and Open Access texts and other free tools in a flipped classroom model, built with accessibility (very broadly understood) in mind: ETH 121 (Introduction to Ethics), first taught in the Spring 2022 term at the University of Evansville. This presentation also offers some reflections on how the class worked in practice and some considerations for designing future open-valued courses. Of particular note here is the pervasiveness of the open ethos – while affordability is an important part of improving access, it may be most powerful as a part of a broader emphasis on accessibility relative to the possibilities inherent in universal design and different kinds of assessment practice. The primary drive behind sharing and reflecting on this course design is twofold: 1. To suggest/model an approach to using open resources that improves access in a way that makes the process of designing an “open” class itself a bit more accessible (in several senses) for both faculty and students 2. To actively promote Open Educational Resources, Open Access materials, and other access-promoting tools and practices.