This study analyzes the inclusion of binary and non-binary gender-just language in US first-year college German textbooks. The analysis covers eight textbooks, evaluating their use of gender-just forms such as the gender star and neopronouns, which explicitly represent non-binary positionalities, as well as "neutral" or binary gender-inclusive forms such as neutralization and the co-naming of masculine and feminine forms. Findings indicate significant variation in inclusivity, with most textbooks integrating binary inclusivity, some textbooks integrating non-binary inclusive language to some extent and only one predominantly using the generic masculine. Results suggest that while most textbooks incorporate gender-just language, linguistic inclusivity often remains binary and tokenistic. The study concludes that while available teaching materials do significantly incorporate gender-just language, holistic evaluation of gender-just language in context is necessary to support pedagogies of care for transgender and gender non-conforming students.