A project was undertaken to develop a model for gender-fair education (GFE) in compulsory English, French, humanities, and philosophy courses in Quebec's Colleges d'Enseignement General et Professionel (CEGEPs), and to test the model's effectiveness in the classroom. First, core teachers at the CEGEP were surveyed to determine how they viewed and dealt with gender issues and their interest in participating in a classroom experiment. A second survey was then conducted of possible participants in the experiment and the students in their classes. From these surveys, a GFE teaching model was constructed, in English and French, and teachers selected to participate in implementation were trained in the model's gender-fair course design and pedagogical methods. Finally, a student attitudinal survey was created to assess the effectiveness of the model, addressing the issues of gender and learning; ethnic and racial issues; individual self-expression; sexual orientation; and independence and risk-taking. In fall 1992, a sample consisting of 419 students submitted usable pre- and post-semester attitudinal surveys in 14 experimental and 5 control sections. Significant positive changes in attitudes toward female stereotypes, sexual orientation, and independent learning styles were observed. Biases regarding male stereotypes and racial issues were also significantly more frankly reported by male students. The study report provides a literature review on gender fairness in the classroom and 49 references. Twenty appendixes include the survey instruments and gender-fair education teacher kits in English and French. (KP)