This study investigates the treatment of culturally inclusive teaching practices in schools of business. A content and quantitative analysis were performed on 392-course syllabi selected from management departments in the United States, representing 131 AACSB-accredited schools of business. Syllabi were coded for content, pedagogy, accommodation statements, and perspective-taking. Results revealed that diversity was treated as a topic in roughly twenty percent of course syllabi, although; this was highly variable by course type. Inclusive language that denoted a safe and open environment, rules for productive discussions, and point of view statement were largely absent. Implications of these results and future research are discussed.