Recent historic events have propelled ‘Equality, Diversity and Inclusion’ into the limelight across all walks of life, including the higher education sector. There is an acknowledgement now that students and educators are more diverse than ever in terms of their personal characteristics, life experiences and aspirations. This necessitates examining what and how we teach and assess, whom we represent and include, and whose voices are excluded. There is much ground to cover, whether it be the need to decolonise curricula, ensuring we make higher education accessible to those with disabilities and neurodivergence, or improving the experience and attainment of students and faculty from diverse backgrounds. With finite resources and much to do, it can at times be confusing and overwhelming to embark on this journey towards inclusion in learning and teaching within higher education. Furthermore, the process will inevitably disrupt existing teaching and learning practices and cultures. We sometimes need to ask ourselves uncomfortable questions and face up to challenging answers. To easily break down the concept of what constitutes ‘Inclusive Anatomy’, we have used the journalistic approach of ‘Five Ws (and one H)’. This approach of addressing the questions of ‘Why’, ‘What’, ‘Where’ ‘When’, ‘Who’ and ‘How’ (five Ws and one H) we have created a roadmap, which will aid the reader in their journey towards inclusion in anatomy within their own institution’s specific context. We start by making a case for why we need to embark on the quest to make anatomy inclusive, and who the stakeholders for this change need to be. We address how, with finite resources, we may be able to achieve meaningful change. Furthermore, we examine what aspects of a curriculum should be addressed, including curricular domains and the personal characteristics of students and educators that impact these domains. We developed a flexible framework that can be used to allow pragmatic decision-making to make anatomy more inclusive. It is for individual organisations to decide where and when to concentrate efforts, and it might be worth using existing momentum within organisations to make impactful change. Part of this journey involves looking back at the history of the discipline of anatomy. Some historic practices that have resulted in our body of knowledge would in today’s world be considered unethical. How should educators and students deal with this troublesome fact, and is it important to do so? As some of the conversations to be had may be disconcerting at times, we believe that at the start of our journey stakeholders need to revisit concepts of unconscious bias and privilege. We hope that our experiences will help those embarking on a similar expedition, ultimately enabling them to make anatomy inclusive within their own institutions.