This paper aims to analyze linguistic sexism in three North Star Reading and Writing Workbooks used at the University of Buraimi to teach Foundation English courses I, II, and III. Quantitative content analysis is used to examine the following gender-related categories: pronouns, terms of address, proper names, gender firstness, and adjectives. Study findings indicate that gender bias is widespread in the three workbooks. Men were dominant and prevalent in all gender-related categories. Women’s presence, on the other hand, was marginal and inferior. In addition, the study findings show that the gender firstness category was the least biased gender-related category against women in the workbooks. In general, the findings of the present study confirm the findings of many previous studies in terms of the presence of gender bias against girls/women in school curricula. The findings of the present study should help book designers and writers produce more gender-equitable teaching materials. Gender equality should be a priority for educators, teachers, and educational policymakers.