The desire to broaden participation and increase campus diversity requires more than simply recruiting students of color. Faculty members' education equity mindset may be useful for determining their motivation to provide students with opportunities to achieve at their highest capacity. The extent to which faculty members think about inclusion and equity and act on those thoughts reflects the strength of their education equity mindset. To begin filling a gap in the literature, we engaged in a cross-section methodology, collecting quantitative and qualitative survey data from 180 faculty members working at four-year institutions to document their education equity mindset and associated teaching practices. We found the faculty members held a moderate education equity mindset, with differences by gender, discipline, years in higher education, number of students taught, age, and level of instruction. Our findings have implications for preparing faculty members and the focus of professional development provided to faculty members.