Institutions of higher education have a primary mission of providing a quality eduation to all of its student, including students with disabilities. This practice brief describes tools used in an innovative approach to teaching observations that were designed to improve access for students with disabilities through inclusive teaching strategies, an area where faculty members typically do not have robust expertise. Pivotal to this experience was observation and feedback by student mentors using a structured classroom observation and reflection tool. These tools provided unique and important information to faculty about how to improve the inclusivity of their teaching. The tool also gave students with disabilities agency in how they contribute to the improved accessibility of teaching on their campus. At an institutional level, this kind of tool may be a catalyst for collaboration between offices of disability services and faculty development as they work together to create a more accessible campus for students with disabilities.