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Achievement gaps exist along the lines of race, gender, sexuality, social class, and ability status from elementary school to graduate school in the United States. Instructors can help reduce achievement gaps by adopting practices that have been shown to promote the success of students from marginalized groups, so-called "inclusive teaching practices." In this paper, we present 20 easily implementable inclusive teaching practices for college instructors. Some of these practices focus on changing the behavior of instructors (e.g., establishing a norm of inclusion, presenting intelligence as malleable), while others target student behaviors (e.g., increasing interdependence when working in groups, allowing students to express their values in class). For each teaching practice, we summarize the empirical evidence and discuss its potential to reduce achievement gaps. While no one teaching practice will eliminate achievement gaps caused by structural inequalities, instructors can increase the inclusiveness, fairness, and equity of their classrooms though their actions and pedagogy.