A myriad of cultural differences can take educators in a multitude of directions when planning intentional design strategies in an online course to become more inclusive of international student needs. The topic of cultural diversity is a complex discussion. Nevertheless, there are ways educators can begin to practice culturally inclusive strategies. Using Hall's (1976) low-context communication style, this paper addresses two components of the online course, the syllabus and the learning management system, and offers suggestions for beginning the journey toward culturally inclusive pedagogical practices to address barriers in the curriculum for international students. [For the full proceedings, see ED562095.]