Committing to an inclusive educational culture is not only ethically responsible, but it also allows students to reach their full potential. However, creating an inclusive culture presents challenges, especially when feeling included may mean different things to different people. This research examines marketing undergraduate students' inclusive experiences in the college of business. In doing so, it aims to understand inclusion from the student perspective and endeavors to create meaningful progress toward cultivating inclusion in education. The researchers approach this aim through interviewing and surveying students about their experiences. The findings indicate that individuals' differences, namely gender, play a role in shaping students' perceptions about inclusion. This research advances the literature in educational inclusion by building an understanding of how marketing students define and experience inclusion, offering insight into the role of gender in shaping inclusion perceptions, and discovering opportunities for professors to create an inclusive experience for their students.