The urgent need to address the variety of LGBTQIA+ and gender identities and experiences in the L2 classroom has become abundantly evident to K-12 and college language instructors in the past decade, resulting in a surge of publications, resources, and strategies of resisting the heteronormative and cisgender institutional hegemonies and offering students support in their language-learning journeys. For the Russian language, this is a relatively new frontier in the language’s organic development, largely in the process of formation and normalization by the queer and non-binary communities. At this stage of language development, linguists and language instructors can play an important role by recording community practices and laying a foundation for future reflection of the experiences of non-binary and LGBTQIA+ persons in Russian-speaking regions. This chapter addresses ways of promoting LGBTQIA+ and gender inclusivity for Russian L2 instruction by first focusing on the urgency of this task given current challenges facing LGBTQIA+ communities in Russia and then considering best practices reflecting the diversity of gender and sexual expressions. I address grammatical and stylistic challenges unique to the Russian language, and, finally, based on existing LGBTQIA+ resources and self-identification by the members of queer community, I propose concrete teaching strategies for a culturally sensitive L2 pedagogy. In addition, this chapter addresses the issue of gender equality through the rising popularity of “neo-feminitives,” which are quickly becoming a marker of resistance against hegemonic, patriarchal linguistic practices in Russian-speaking parts of the world, and associated with politically and socially aware younger generations of Russian speakers.