Can we assume that because someone is intellectually aware about gender-inclusive pedagogy they will actualize this awareness in their classes? No, for that reason, the aim of the current study is to explore and widen an understanding whether an individual can walk the walk as well as talk the talk. This is a qualitative study in nature, conducted in the summer of 2005, of a Professor of Science Education's attempts to make his classes gender-inclusive. Methods used to gather data for this study were a combination of action research and case study techniques. Accordingly, classroom observations, field notes, interviews, and journals were the primary sources of data. Preliminary findings indicate that the professor's teaching efforts are more gender-neutral then gender-inclusive. The inclusion of multiple reflections and truths in a higher education class could help students understand other people's values in society and improve the quality and accessibility of science education.