Diversity and inclusion are identified as necessary for enhancing the sport industry. Undergraduate sport management programs play an important role in educating aspiring sport professionals with respect to these topics. However, the literature indicates that sport management education can improve with respect to this work. Therefore, the purpose of this instructional technique review is to discuss two comparable teaching activities that sought to incorporate diversity and inclusion education into the content area of disability and sport-related compliance with the Americans with Disabilities Act. Student feedback showed that despite similarities between the activities (i.e., active engagement with the Americans with Disabilities Act as it pertains to sport facilities), students had substantially different reported learning outcomes related to diversity and inclusion. This review is thus designed to illustrate the importance of deliberate framing decisions in the sport management classroom, which can have a transformative impact on students' learning around diversity and inclusion content.