Many fluent EFL speakers experience psychological problems after discovering gender-inclusive English during their first stay abroad, due to the unforeseen nature of this discovery. For example, most EFL students in Russia seem to be unaware of this linguistic phenomenon, even at upper-intermediate and advanced levels. They use and expect others to use exclusive language because they do not know other options. However, they have a right to know about gender-related changes in English and in Western society, and to make an informed decision as to what type of language to use. A case study and a mini-survey are presented here which show that major obstacles to teaching, learning, and using inclusive language seem to be the nature of the Russian language and the traditionalism of Russian society. Based on these results, a set of suggestions related to the teaching of inclusive language is proposed.