This article explores how a queer-led online book club supported straight teachers in finding ways to enact Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, Plus (LGBTQIA+)-inclusive literacy pedagogy. Data for the project came from recordings of book club sessions, interviews with individual participants at the end of each academic year, and communications with members. This article focuses on the twenty-nine unprompted email communications five straight-identified, non-queer-adjacent participants sent to the facilitators between sessions. Analyzing these data, the authors explore what kinds of experiences ally participants shared with them as queer-identified facilitators and what that might tell them about the role of the group in inspiring and supporting literacies of queer solidarity. Through an exploration of these teachers' experiences, the authors argue that having increased direct access to queer-led communities can support straight teachers in developing their sense of allyship and finding ways to enact queer literacy pedagogy.