The University of Oregon Teacher Education Program (UOTeach) was created in response to local grassroots protests that forced the University to create new courses and degrees with an emphasis on promoting equity, diversity, and justice in schools. This case study examines the way institutional support was made more readily available for changes that addressed racial and cultural dimensions of education justice, and less readily available for gender and sexuality-based justice in schools. What follows is a story of both visibility and invisibility. At one level it is a story of a place and a context in which the needs of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students and families have achieved a relatively high level of presence in a teacher education curriculum. On the other hand, it is a story of the precariousness of inclusiveness, of the way the need for LGBTQ-positive curriculum so easily slips from institutional memory, and of the difficulty of ensuring the institutional security of queer content in teacher education programs. In what follows, we present a case study of an effort to include increased attention to LGBTQ justice within a more comprehensive reform of the curriculum of a graduate-level teacher education program. We recount several ways in which this inclusion was achieved, highlighting the conditions and history that made these accomplishments possible. Along the way, we reflect on the extent to which these changes have been institutionalized in the teacher education program. Where they have not, we examine the discursively constituted silences and invisibility that has made such institutionalization difficult. We conclude with some lessons learned and implications for future efforts to queer teacher education curriculum.