This report describes a study of Asian educators of English as a Second Language and how they approached the gender-inclusion change in English classes and curriculum materials. The actual change is outlined, focusing on the shift away from the use of gender-exclusive generic "he" to more gender-inclusive forms, and the shift away from the use of gender-exclusive "man" to a more gender-inclusive form. Subjects were 35 nonnative-speaker English language instructors from 9 Asian countries attending a regional language center course; they averaged 12 years of experience as teachers, materials writers, and curriculum planners. Participants listened to a 45-minute presentation on gender-exclusion, answered a questionnaire, and were interviewed. The written language of several subjects was analyzed, and participants were all asked for feedback on the subject and the study. Results revealed that the majority used gender-exclusive materials in their classes. Most reported they would now use gender-inclusive materials, although some cited situational constraints, such as tradition or lack of materials, as restricting their change to gender-inclusive. The context dependent nature of this particular language use is stressed; decision to use gender-inclusive or gender-exclusive language must be based on the linguistic and socio-cultural knowledge and beliefs of the educator. (Contains 29 references.) (NAV)