The proliferation of online programs and courses in higher education has allowed institutions to reach more diverse learners, underscoring the need for online instruction to be inclusive and equitable. This has created a pressing need for professional development (PD) to help faculty develop inclusive teaching skills; unfortunately, many colleges and universities do not offer integrated PD opportunities due to limited resources and faculty time. The purpose of this DiP was to explore how an integrated Online Teaching Workshop that includes inclusive teaching strategies can be used to provide faculty with effective tools and resources they can implement in their online courses. This DiP, informed by an exploratory case study methodology, employed data from semi-structured interviews, surveys, discussion board responses and course artifacts. Thematic analysis of the qualitative data resulted in four themes: faculty view inclusive teaching as a multidimensional construct, Universal Design for Learning (UDL) principles heavily influence the redesign of online courses, multimodal online learning modules are an effective option for faculty development and implementing inclusive teaching practices presents challenges to faculty. These findings indicate a need for further research in inclusive teaching in online learning from students' perspectives as well as online faculty professional development that leverages multimodal design elements. This DiP has implications for online instructors, instructional designers, and administrators who seek to foster more inclusive online teaching and learning environments in higher education. [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.]