Since their inception in 1901, community colleges (CCs) have been a bastion of open-access education for everyone, serving as entryways to post-secondary education for countless students regardless of their sociodemographic and socioacademic backgrounds. On average, students from minoritized backgrounds (SFMBs) make up at least 50% of student bodies at CCs across the United States. Despite a considerable amount of published work touting the benefits of inclusive pedagogies, which SFMBs are reported to prefer, they still are not thriving as expected when inclusive pedagogies are employed. This study was designed to solicit the opinions of CC faculty at all 48 CCs in a Midwestern state to understand if faculty are truly using inclusive teaching practices. If they are, to understand which practices/ techniques might be most effective for SFMBs. If faculty are not using inclusive practices, the authors hoped to understand why. In addition, the study sought to collect faculty's best strategies for making classrooms inclusive, which can serve as real-world examples to CC faculty everywhere.