Languages exhibit varying degrees of complexity in their gender systems. Some, like Finnish and English, convey gender distinctions solely through lexical variation (e.g., äiti–isä, mother–father, respectively), while others feature intricate agreement systems encompassing pronouns, adjectives, predicate nominatives, and verbs. Further, some languages already employ gender-neutral pronouns within their traditional linguistic norms (e.g., Finnish uses hän for ‘he,’ ‘she,’ and ‘it’) while others have had to create new pronouns (e.g., hen in Swedish) and new agreement systems (e.g., elle and the corresponding -e gender morpheme in Spanish) that exist beyond gender binaries. Relatedly, languages employing grammatical gender often use the so-called generic masculine to refer to mixed-gender groups of people, presenting issues for women who go linguistically unrepresented in such constructions which have prompted calls and attempts for reform. But where innovation towards inclusion occurs also come issues in using and teaching novel linguistic forms. This article uses the Spanish gender system and its novel inclusive forms, along with some examples from other languages, as a case study for answering two key questions that world language and second language educators must answer as they approach inclusive languages: What do I tell my nonbinary students when they ask what linguistic options they have? and How do I teach language without enforcing gender stereotypes? Recommendations include faithfulness to the morphophonology of the target language, visibilizing linguistically marginalized groups, and, above all, a willingness to engage in discussions about gender. Lastly, sample inclusive pedagogical resources for language teachers are provided.