For several years in the United Kingdom, the retention and progression of Black, Asian, minority and ethnic students in higher education has remained a national challenge. Currently, postsecondary institutions are developing plans and initiatives to decolonize the curriculum by implementing inclusive teaching practices. While there are a variety of other strategies that could be used, this particular practice has taken a larger space in the sector's debate. This study observed through a qualitative lens to understand the effect of implementing inclusive approaches to teaching from the academics' perspective at the pseudonymous Booker International University (BIU) in the United Kingdom. The study provides the academic view on how inclusive approaches to teaching affect the retention of Black, Asian, minority and ethnic students. This case study used surveys and interviews to gain an in-depth view of the effects of implementing inclusive teaching practices at BIU. The academic experience of implementing inclusive approaches to teaching demonstrates the need for sharing best practices among academics. There is also a need for an increase of institutional support in implementing inclusive approaches to teaching, and the desire for more training and development in how to effectively use inclusive approaches to teaching to improve retention and progression. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]