Julia Quinn’s Bridgerton: The Duke and I is a novel that reveals the expectations imposed on women during the Regency-era England, which are explored through the story’s protagonist, Daphne Bridgerton. Quinn’s novel serves as the source material for the later adaptation, the Netflix series, created by Shonda Rhimes and Chris Van Dusen, which engages with the plot but implements a modern dispute on the era. The most significant departure from the novel is its intentional racial diversification, enabling the series to delve into the complexities of race and social status in a society that was historically dominated by the Regency stereotype (Knowles). The previous research that exists in relation to the novel and its film adaptation is limited, especially concerning teaching students about race and gender. This essay will therefore demonstrate that the Netflix adaptation of Bridgerton reconceptualizes race and gender in order to challenge societal norms and stimulate critical thinking among its viewers. This study will offer a comparative analysis of the novel and its adaptation in order to investigate the ways in which it recreates the Regency era with its diversified cast and challenging portrayal of women. In order to reach this goal, this paper aims to use the theory of film adaptation to analyze the variations that the series creates as well as the theory of narrative ethics to teach the students about truth in representation and inclusion. Furthermore, the adaptation encourages viewers to question their prejudices about the conventional ‘’white hero’’, pushing them to reconsider the validity of such assumptions in the contemporary world. As a result, the series serves as an important educational tool, encouraging students to confront and reassess their unconscious biases and expectations about race and gender, both in historical and contemporary contexts. The pedagogical advantages of teaching literature and using its film adaptation is to further develop the students’ awareness about race and gender, which are essential to showing the role of film and visuality in relation to literature.