This study explores Australian language teachers’ familiarity with and attitudes towards gender-inclusive language (GIL) in the classroom. Through a mixed-methods approach combining survey data from 51 teachers and interviews with 6 participants, the research examines teachers’ understanding of GIL, their views on its implementation and perceived challenges. Findings reveal that while most teachers are familiar with GIL, this knowledge often comes from informal sources rather than teacher education. Most teachers express positive attitudes towards incorporating GIL, viewing it as important for student inclusivity and identity affirmation. However, a spectrum of perspectives emerges, ranging from enthusiastic adoption to resistance based on ideological and/or pedagogical concerns. Key challenges identified include a lack of standardisation, limited resources and training and tensions between inclusive practices and assessment requirements. The study highlights the complex interplay between teachers’ personal beliefs, pedagogical challenges and evolving linguistic norms in shaping GIL implementation, emphasising the need for targeted professional development, clearer curriculum guidance and ongoing dialogue to support teachers in navigating gender-expansive practices.