Studies suggest that active learning positively impacts the student learning experience. However, the supporting data are mostly aggregated across different demographic groups, and hence little is known about equity in active learning implementation and how it may vary across diverse populations and different instructional components. This perspectives article offers ideas for how introductory chemistry instructors can foster both equitable and active learning implementation for all students. Semistructured interviews with students from diverse backgrounds have revealed barriers to equity in the different components of an active learning chemistry course: outside-classroom preparation, inside-classroom activities, and feedback and assessment. Recommendations for addressing these barriers are also provided based on the student interviews and from the literature. The findings are likely applicable to all science disciplines.