This study was focused on investigating inclusive learning environments in accelerated classroom formats. Three 8-week sections of an undergraduate course at Regis University were examined. Results from observations and surveys were analyzed to determine the effectiveness and consistency of 13 inclusive strategies derived from Wlodkowski and Ginsberg's (1995) Culturally Responsive Teaching framework. Prescribed strategies from the University and individual instructor style were additional strategies for consideration in creating inclusive learning environments. Major findings revealed inclusive learning environments were created through various combinations of strategy use; however, findings also revealed certain strategies were not being used. These results indicated ineffective use of certain inclusive strategies which the researcher used to offer suggestions for improving consistency in meeting the University's learning outcome of knowledge of diverse cultures, perspectives, and belief systems. Recommendations for future professional development were proposed. [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.]