The problem addressed by this study was the minimal community college baseline data regarding faculty use and attitudes of universal design principles, known as inclusive teaching strategies, and the relationship to faculty years of teaching experience. The purpose of this quantitative correlational study was to assess faculty use and attitudes of inclusive teaching strategies at one Midwest community college using the Inclusive Teaching Strategies Inventory to determine if there was a relationship between faculty use and attitudes and years of teaching experience to develop appropriate faculty trainings. This study was administered as a single point in time, non-experimental, cross-sectional electronic survey. The research questions addressed to what extent, if any, there was a relationship between faculty use and attitudes of inclusive teaching strategies subscales of accommodations, accessible course materials, course modifications, inclusive lecture strategies, inclusive classroom, and inclusive assessment and faculty years of teaching experience at a community college. Pearson's Product-Moment Correlation was applied to measure the strength and direction of association that existed between the independent and dependent variables. Spearman's Rho correlational analysis was applied to all subscales. Spearman's Rho found an inverse relationship between the inclusive classroom subscale for both use (-0.288 [p < 0.01]) and attitudes (-0.229 [p < 0.01]) and years of teaching experience indicating as faculty years of teaching experience increase, use and attitudes of inclusive classroom strategies decrease. It was recommended that faculty trainings regarding inclusive classroom strategies be developed, and targeted implementation occur for faculty with increased years of teaching experience. Further research is needed to address faculty years of teaching experience and the potential relationship to Inclusive Teaching Strategies Inventory subscales. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]