Many of the preservice English teachers with whom I work report feeling enthusiastic but unsure about how to make their classrooms safe and inviting for students who identify as lesbian, gay, bisexual, transgender, or questioning (LGBTQ). Yet little time in English methods courses is devoted to helping preservice teachers understand that schools privilege a culture of heteronormativity to the detriment of students (and adults) who identify themselves as or are perceived to be LGBTQ. Even more frustrating, these same preservice teachers often enter schools in which their colleagues have little awareness of or patience for differences in gender expression and sexual orientation.