With the changing demographics in college populations, educators can no longer offer students a curriculum that denies the very existence of women and minorities. Yet this is precisely what occurs in the traditional or womanless curriculum. If one recognizes the limitations of a curriculum that accepts male experience as universal, one is ready to begin curriculum transformation. A questionnaire was sent to all community college humanities departments in an attempt to ascertain what faculty were doing to balance their humanities courses for gender and how they were doing it. Over 250 responses from more than 70 different colleges were received. Based on these responses, the following suggestions are offered to faculty interested in transforming their humanities courses: (1) start wherever colleagues and institutions feel most comfortable (usually this means beginning to incorporate more works by women or material that includes women's experiences); (2) in classes where instructors have no control over textbook selection or where inclusion of material on or by women is not appropriate, raise epistemological and pedagogical questions that challenge the traditional curriculum and scholarship; (3) read books on curriculum transformation and contact people involved in curriculum transformation projects; (4) attend professional conferences and read journals where curriculum transformation material is presented; (5) use faculty development funds at the institution to support workshops, seminars, and consultants to begin the important institutional work of curriculum transformation; (6) check into the use of gender equity and affirmative action funds as possible sources for funding curriculum transformation projects. (JB)