This study examined community college faculty (n = 179) and student (n = 449) attitudes and actions toward inclusive teaching practices based on tenets of Universal Design. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a medium-sized Northeastern public community college. Results showed significant differences among faculty in overall action scale scores based on age and ethnicity. However, similar analyses conducted on students were not significant. Results from the study provide insights regarding attitudes toward inclusive instruction in the community college environment. Implications of these findings and recommendations for future research and disability service providers are discussed.