Higher Education Institutions across the world hold a moral and, in many cases, legal responsibility to make their educational offerings inclusive. Universities may rely solely on checklists of recommendations, which although a key component of developing equitable and inclusive teaching, often fall short of accounting for the multifaceted range of attributes a holistic definition of inclusivity entails. This paper posits that there is a need for better understanding of potential implementation barriers, coupled with guidance and support for both practitioners and policy makers. Research reported in this paper presents an analysis of UK equality legislation as it relates to higher education and a range of institutional support documentation. This documentary analysis is used to explore, with practitioners, the opportunities for and barriers to implementing recommendations for inclusive learning at a highly selective, science-focussed institution. The paper concludes with 22 recommendations for inclusive practice and offers them as a tool for others to adapt and use in the pursuit of developing more inclusive education, while giving readers the opportunity to learn from the experiences of those from the research institution.