This study explores the implementation and impact of Inclusive Science, a conceptual model designed to diversify biomedical research training for undergraduates, through a multiple case study design. The research focuses on 10 higher education sites that received funding from the National Institutes of Health (NIH) under the Building Infrastructure Leading to Diversity (BUILD) initiative. The study identifies six dimensions of Inclusive Science: promoting participation of diverse researchers, introducing diversity innovations in science and research curriculum, improving campus climate for diversity, providing tangible institutional support, creating partnerships with diverse communities, and integrating students' social identities with science identity. Each dimension is illustrated with examples from the BUILD sites, highlighting how these institutions have actively engaged in culturally responsive practices to support historically underrepresented groups in STEMM (science, technology, engineering, mathematics, and medicine). The findings suggest that these interventions can help create a more inclusive and equitable environment for underrepresented students, fostering their success and retention in STEMM fields. The study provides practical guidance for other higher education institutions to adopt culturally responsive strategies to support scientific career training for historically excluded groups.This study explores the implementation and impact of Inclusive Science, a conceptual model designed to diversify biomedical research training for undergraduates, through a multiple case study design. The research focuses on 10 higher education sites that received funding from the National Institutes of Health (NIH) under the Building Infrastructure Leading to Diversity (BUILD) initiative. The study identifies six dimensions of Inclusive Science: promoting participation of diverse researchers, introducing diversity innovations in science and research curriculum, improving campus climate for diversity, providing tangible institutional support, creating partnerships with diverse communities, and integrating students' social identities with science identity. Each dimension is illustrated with examples from the BUILD sites, highlighting how these institutions have actively engaged in culturally responsive practices to support historically underrepresented groups in STEMM (science, technology, engineering, mathematics, and medicine). The findings suggest that these interventions can help create a more inclusive and equitable environment for underrepresented students, fostering their success and retention in STEMM fields. The study provides practical guidance for other higher education institutions to adopt culturally responsive strategies to support scientific career training for historically excluded groups.