This paper explores methodologies of identifying and combating sexism in EFL (English as a Foreign Language) textbooks. The writer of this paper has found out there exists sexism or gender inequality in the Chinese high school EFL textbooks. The writer hopes that future EFL curriculum designers, EFL textbook writers, textbook censors in textbook censorship states, and evaluation panel members accumulate gender equality awareness in both substantive contents and linguistic forms and make every effort to minimize or avoid sex bias in EFL textbooks. In light of a review upon works in related fields, this paper discusses how to identify sexism in EFL textbooks with a case study into the EFL textbooks for China's senior high school students and hereafter recommends feasible strategies combating sexism in FFL textbooks.