Enrollment rates for student with disabilities in higher education continue to rise, particularly in 2-year colleges, but graduation rates have not kept pace due to barriers not addressed by traditional disability supports (Black et al., 2014; NCES, 2019; Smedema et al., 2015). Inclusive instruction is a low-cost, high-impact solution that can be implemented on any campus (Black et al., 2014; Lombardi et al., 2013; Roberts et al., 2011). This quantitative study utilized a cross-sectional descriptive non-experimental research design that explored faculty self-reported attitudes and actions associated with inclusive instruction at three of the largest degree-granting, two-year institutions in a single South-Central state in the United States. It utilized an existing survey tool, "Inclusive Teaching Strategies Inventory" (ITSI), which focused on different areas of inclusive instruction in higher education, as well as faculty demographics. The inclusive instruction constructs included: (a) accommodations; (b) accessible course materials; (c) course modifications; (d) inclusive lecture strategies; (e) inclusive classroom; (f) inclusive assessment; and (g) disability law concepts (Lombardi et al., 2013). Results indicate that disability training can have a significant effect on faculty actions in implementing accommodations in the classroom. Findings also showed a discrepancy between faculty beliefs and actions in each construct. Further exploration of the results and practical implications are discussed as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]