Taiwan is in the nascent stage of supporting postsecondary students with disabilities in terms of their educational rights and opportunities. The primary purpose of the present study was to examine Taiwanese university faculty members' perceptions toward and their inclusive instruction actions. The second objective of the study was to examine their understanding regarding disability, specifically in terms of four issues: legal knowledge, accommodations policy, disability etiquette, and disability characteristics. One hundred and fourteen (114) university faculty members from a public teaching university in central Taiwan participated in the study. Results of chi-square analyses indicated that participants had positive attitudes toward inclusive instruction. This finding, however, did not equate with inclusive classroom instruction. Also, legal knowledge and disability characteristics were two primary aspects of disability understanding that participants were not familiar with or that they perceived were not addressed properly in their faculty training. A thorough discussion and future research suggestions were provided in order to delineate a better understanding of the impact of faculty member attitudes and inclusive instruction actions on Taiwanese college students with disabilities in postsecondary education settings.