The article describes the inclusive perspective of instruction of multi-stage practical projects in undergraduate non-STEM statistics and data mining courses at an academic college in Israel. The student population is highly diverse, comprising individuals from various cultural and ethnic groups. The study examines the impact of diversity on students' choices of project topics, database selection, methodological choice, research question formulation, and results interpretation. The research findings can contribute to educators and institutions striving to develop inclusive and effective teaching approaches in multicultural learning environments. Using a cluster analysis, we identified five groups of students, each exhibiting unique characteristics and varied perceptions of the learning process. These findings highlight the importance of tailored approaches.