Perceived inclusiveness of higher education (HE) learning environments plays a major role in the academic outcomes and well-being of cultural minority students. Teachers create more inclusive learning environments through practices (i.e., culturally responsive teaching), especially if teachers share their students' cultural minority status. In this qualitative study, we investigated how cultural minority students and teachers perceived changes in the inclusiveness of their HE learning environment during the transition from offline to remote teaching (RT) as a result of the COVID-19 pandemic. We conducted online focus group interviews with twelve cultural minority students and five cultural minority teachers at a large urban university in the Netherlands. Thematic analysis revealed four teaching principles that contributed to the perceived inclusiveness in both the offline and RT learning environment: an inclusive curriculum, culture-related and caring teaching practices, cultural representation, and available (tech) resources. Students and teachers perceived caring teaching practices to be more important in RT compared to the offline learning environment. Teachers considered access to technological resources particularly important for making RT more inclusive for students. Findings emphasise the need for empirical research on online pedagogies during RT, incorporating the perspectives of cultural minority students and teachers.