The purpose of this study was to determine the adequacy of College English (Atkins,rnHailom & Nuru, 1996) in bridging the gender-gap in EFL learning. The sources of data for thernanalysis were those selected from the "Student's Book" and the "Instructor'sManual" ofrnVolume 1, based on their relevance to the purpose of the study.rnData were collected and analysed qualitatively through a process known as "Contentanalysis"rnThe procedures used for data collection and analysis were adapted from sets ofrnguidelines developed by different EFL professionals and organizations for the purpose ofrnjudging the relative merits of materials in relation to equal treatment of both sexes in foreignrnlanguage learning.rnThe overall results of the seven main categories of analysis revealed the adequacy of therncourse book in promoting fair and balanced treatment of both sexes for effective and enjoyablernlearning. It was found that the contents of textual materials were of common interest to bothrnsexes; that texts exemplifying cultural and traditional stereotypes were effectively counteractedrnwithout affecting the goal of language teaching; that language items were presented andrnpracticed meaningfully in contexts; that tasks were carefully designed to ensure leamers'eaualrnparticipation by stimulating the interaction that is essential to successful language learning; thatrnthe allocation of roles to students reflected gender-equity in role representation; picturesrnreflected no sign of gender-biased maggage; and that discriminatory language use wasrneffectively avoided by using inclusive language typical of the usage recommended by guidelinesrnfor the equal treatment of both sexes in foreign language learning. Accordingly,rnrecommendations were made basd on the findings of the study.