People with disabilities rely on a range of accessible technologies to interface with the digital world. However, their needs are often not considered when developing applications in introductory computer sciences courses. These courses traditionally focus on teaching technical skills that do not include those for designing and developing accessible and inclusive applications. Thus, there is a critical need to enhance students' understanding of designing, developing, and building applications with the needs of people with disabilities in mind early in the computer science program. In this work, we introduced students to designing, developing, and evaluating accessible applications over three academic semesters. We then assessed the impact of accessibility-related activities and the course delivery mode on students' knowledge about accessibility in computer science courses. Our study involved students enrolled in undergraduate computer science courses (N=76) and analyzed students' feedback to provide insights that can inform the decision of teaching accessible application design in higher education settings. The results indicate that students became more confident, interested, and familiar with accessible technology after attending a workshop that introduced them to accessibility measures and how they can be included in the software development process. Moreover, students reported that they would consider designing and developing accessible and inclusive applications in their future work.