As instructors, we continually look for new ways to create equitable learning environments and support learning for all students in our courses. Recently, we have explored ways that we can increase structure to better support students. We have identified four evidence-based elements that we include in our course design and implementation: 1) structured assessments and feedback; 2) structured out-of-class learning; 3) structured class time using inclusive practices; and 4) structured assignments using transparent design. In this essay, we identify some relevant literature to address each of these levels of structure and describe our experiences with implementation at each level to support equitable classroom environments.