Scholars recognize that sexist language has deleterious effects on the sport environment (Blinde, Greendorfer, & Shanker, 1991; Duncan & Hasbrook, 1988; Eitzen & Zinn, 1989, 1993; Hutchinson, 1995; Messner, Duncan, & Jensen, 1993). While affecting primarily females, sexist language tarnishes the sport experience for all participants. For this reason, sport management educators have expressed interest in teaching students to use inclusive language (Parks & Roberton, 2002). One step in designing instructional units about sexist language is to understand potential differences between the attitudes of students in sport-related majors and other majors. Since previous studies had suggested that students in sport-related fields were ambivalent toward sexist/nonsexist language (Parks & Roberton, 1998a, 1998b, 2002), the purpose of the present study was to compare attitudes of students in sport-related majors with attitudes of students in non-sport-related fields. We hypothesized that sport management/kinesiology students would be more conservative and, therefore, more resistant to inclusive language, necessitating special instructional strategies to overcome this resistance. To test this hypothesis, we used a t test (p < .05) to compare two groups of 18-20 year olds: 149 students in sport-related majors from 7 universities in the southeastern and midwestern U.S. and 281 students in non-sport-related majors at one midwestern university. The dependent variable was their score on the IASNL-G, a valid, reliable, 21-item inventory assessing attitudes toward sexist/nonsexist language (Parks & Roberton, 2000, 2001). The possible range of scores on this instrument is 21-105. Results showed that both groups scored in the neutral (i.e., ambivalent) range: The mean of the general students was 58.36 (SD=12.12), while the mean of the sport-related major students was 62.67 (SD=12.84). This difference of 4.31 points favoring the sport-related major students was significant [t (428)=3.37, p < .001), d=.35). Contrary to the hypothesis, the students in sport-related majors were less resistant to nonsexist language than were the general majors, but the difference of only a third of a standard deviation was not considered meaningful (Cohen, 1988). These results suggest that majors in sport-related fields are no more conservative in their attitudes toward sexist/nonsexist language than the general student. This revelation is encouraging because it implies that similar strategies could be used in teaching all students of this age group about inclusive language.