This study aimed to propose a gender-fair language capacity-building program for the teaching of Contemporary, Popular, and Emergent Literature. It assessed the extent of the teaching strategies utilized in literature classes as perceived by teachers and students. The findings revealed that all teaching strategies were implemented to a great extent. Likewise, the study determined the extent to which the dimensions of gender-fair language were manifested in literature teaching, with all dimensions also rated as implemented to a great extent. The test of differences between teachers' and students' assessments of the teaching strategies indicated significant differences in most instructional strategies. Teachers consistently rated the implementation of these strategies higher than students, indicating a perceptual gap in how frequently or effectively these practices were experienced in the classroom. Furthermore, the study examined the relationship between the utilization of teaching strategies and the manifestation of gender-fair language dimensions. The results showed a consistent and statistically significant relationship between instructional strategies and all dimensions of gender-fair language. To identify the issues and challenges in teaching literature using gender-fair language, interview sheets were administered. The qualitative findings revealed 11 major themes representing the issues and challenges encountered in teaching Contemporary, Popular, and Emergent Literature. These findings served as the basis for the proposed gender-fair language capacity-building program.