Good teaching should be inclusive of all students. There are very strong arguments for making courses/units/modules as inclusive as possible, based on issues of equity and access. Inclusive teaching has been a catch cry in recent times and most universities have policies related to this issue. However, research into the effectiveness of measures taken to ensure that teaching caters to all students is rare. The scarcity of such information may be due to the difficulty in finding an appropriate method of evaluation. One of the means to evaluate teaching of a unit or course is to obtain feedback from students. Although information collected through this method may be subjected to biases, student perceptions can still provide useful data that can be incorporated into a broader evaluation system. This paper discusses an investigation into the inclusive nature of a large number of units offered at The University of Western Australia over 3 years. Student ratings in relation to the issue of inclusivity were also explored for possible influences of the year level of courses, broad discipline areas and student gender. The results of this study indicate that these three factors could affect how students view the inclusive nature of particular units. (Contains 2 figures and 5 tables.)