Thoughts, perceptions and attitudes are dramatically influenced by language thus, the need for linguistic sensitivity. Language may create either opportunities or boundaries. Thus, this study endeavored to determine the occurrence of sexism on the written discourse of pre-service teachers through content analysis. Specifically, the study evaluated the specific forms of sexist language that are evident in the written discourse of the junior pre-service English teachers along the categories of generic pronouns, generic term man and occupational roles. Thirteen descriptive essays served as corpus of the analysis. Results of the study showed that the most occurred sexist language on the written discourses of the pre-service teachers are generic pronoun he and she, generic word man used as a noun and verb and occupational titles.