The purpose of this study was to explore the personal, behavioral, and environmental factors that influence Mexican higher education faculty's implementation of inclusive teaching methodologies for students with disabilities (SWD). Social cognitive theory and critical disability theory served as guiding frameworks for the study. Findings suggest some participants have ableist attitudes toward disability, while others have positive and inclusive beliefs. Despite these differences, all are willing to implement inclusive teaching practices despite lacking the procedural knowledge to do so. Additionally, findings point to varied experiences in teaching SWD, where most participants implement reactive strategies versus more inclusive approaches. Finally, participants report their institutions lack the institutional policies, training opportunities, and resources to adequately execute inclusive teaching methodologies for SWD. Three research-based recommendations to improve faculty's delivery of inclusive teaching methodologies in Mexican universities are provided: experiential training on the implementation of inclusive teaching strategies, namely universal design for learning; the creation of learning communities to drive collaboration and support in the implementation of inclusive teaching strategies in a higher education setting; and the participatory creation of institutional policies and regulations regarding the inclusion of SWDs in Mexican universities. [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.]