In the United States, numerous world language programs face criticism by being labeled as useless and inferior, resulting in curriculum and funding cuts. Despite defending their practicality, showing how vital skills are acquired through participation in these courses, many programs' efforts often fall short in conveying the essential role of world language education to students. Similarly, transgender and non-binary students are under attack as seen with anti-LGBTQ+ curriculum laws. Studies show that emphasizing student-driven curriculum, which prioritizes student interests and needs, allows students to interact with and utilize materials on topics that matter to them. German courses can establish a safe and inclusive environment for transgender and non-binary students by showing how supporting gender identity manifests linguistically and culturally in German-speaking countries. This approach illustrates the connection between the language and culture as well as to a crucial aspect of their identity, resulting in a reciprocal investment between students and the world language. Just as world language programs strive to justify their societal worth, recognizing and supporting trans and non-binary students in the classroom is integral, not only for justifying world language's importance and improving enrollment but for creating an inclusive and comprehensive learning environment for all students.