Though "assessment is an integral part of the learning process," unfortunately, struggles are not uncommon, and for various reasons, some students struggle with specific assessments. So, the question becomes, what should be done about it? Discussions on inclusive educational practices have exploded as a part of a renewed push for greater diversity, equity, and inclusion (DEI) in academia and society. In light of these discussions, the purpose of this article is not to call for the elimination of particular assessments, such as exams that will be discussed extensively in this article. However, it is imperative that educators periodically examine their course assessment methodology, including both the assessments themselves and the parameters placed on them, to determine if it meets the needs of critical stakeholders, including students, themselves, the university, and employers. Considering the heightened focus on inclusive educational practices, this article will examine inclusive course assessment practices through the lens of most business programs' generally required "Business Law" course.