This study focused on exploring the level of inclusive language practices and inclusive pedagogy of sixty-three (63) English practice teachers at the University of Cabuyao for the Academic Year 2023-2024. A descriptive-correlational design was employed, using a four-point Likert scale, weighted mean, t-test and Pearson product-moment correlation to assess the gender profile, level of inclusive language practices and inclusive pedagogy, and their relationship. Results indicated that the English practice teachers possess a very high level of extreme familiarity with inclusive language practices related to age; disability; sexual orientation and gender; race, ethnicity, and culture; and socioeconomic status-inclusivity. Meanwhile, they possess a high level of moderate familiarity in terms of body size and weight, and neurodiversity-inclusivity. On the other hand, English practice teachers were shown to have a very high level of inclusive pedagogy in terms of knowledge, skills, and attitudes. However, no significant differences were found between gender profiles and no significant relationship was found between the two variables. The results led to the development of a manual to help English practice teachers recognize and apply inclusive language and pedagogy in the classroom.