The qualitative-phenomenological study aimed to unveil and understand the practices, experiences, coping mechanisms, and insights of English teachers in integrating gender-fair language (GFL) in the classroom. The study is hinged through the lens of the Gender-Neutral Theory of Miller and Swift (2000), the propositions of Sczesny et al. (2016), and the Theory of Change towards a Transformative Agenda for Gender Equality in the World of Work by the International Labour Organization (2022), which collectively explain the challenges and possibilities of GFL integration. Data were gathered through in-depth interviews and focus group discussions with 14 English instructors from local colleges and the state college in Davao de Oro. The findings revealed that teachers recognized positive shifts in awareness and inclusivity. However, they also encountered challenges such as struggles in promoting GFL, hesitance due to limited knowledge, and doubts about its necessity. To cope, participants integrated GFL into classroom practices, fostered inclusivity while respecting cultural diversity, utilized available resources, and emphasized institutional support in advancing GFL use. Their insights highlighted the role of inclusive language in fostering belongingness, providing professional development, and strengthening institutional policies that promote gender sensitivity. Overall, the research underscores the need for sustained institutional support, professional development, and policy reinforcement to help educators model inclusive communication and to foster a learning environment that challenges gender bias and promotes equality in higher education.