Because the field of home economics has long been dominated by females, concern has often been expressed that many of the audiovisual materials available for use in home economics classes are also female dominated; in an age when both males and females have equal access to home economics classes, this is a major concern. In addition, with the advent of computers, new software is constantly being developed, and home economics teachers have been using it. As a result, a project evaluated the software available for home economics in terms of sex bias. During the project, four Pinellas County, Florida, home economics teachers did extensive research to determine how usable software really is without inadvertently setting an example to students of sex bias or stereotyping. The teachers developed an appropriate evaluation tool and spent three days previewing the materials and completing the evaluation forms. Following this, the lead teacher conducted inservice education for 14 additional teachers that included discussion of sex bias and stereotyping, as well as giving teachers an opportunity to preview selected materials. A summary of the findings of the committee was given to each participant. In general, it was found that personalized programs (those that address the student by name) were very inviting to all students and more motivating as compared to third-person references; in addition, there was little if any chance for sex stereotyping. Overall, home economics computer software was found to be bias-free. Recommendations were made to improve research procedures for future software evaluations. (Workshop materials and the review form are included in the report.) (KC)