Gender and sexuality norms, conscribed under heteropatriarchy--a history we never made--have colonized and established unstable social and educational climates for the "millennial" generation of lesbian, gay, bisexual, trans*, intersex, agender/ asexual, gender creative, and questioning youth (LGBT*IAGCQ[superscript M])(Miller). While many studies by GLSEN and their allies show that LGBT*IAGCQ[superscript M] students feel safer overall in schools than their LGBT*IAGCQ predecessors, due to shifts in national and state policies and amendments advocating for LGBT rights, state anti-bullying laws, increased numbers of Gay-Straight Alliances (GSAs), and a wider social acceptance of LGBT*IAGCQ people, schools still struggle to normalize the inclusion of a LGBT*IAGCQ-positive curricula (Kosciw et al.; GLSEN, "States," "Teaching"). This work addresses, through a "queer literacy framework" (QLF), how teachers can support students to understand and read (a)gender and (a)sexuality through a queer lens; how to rework social and classroom norms where bodies with differential realities in classrooms are legitimated and made legible to self and other; how to shift classroom contexts for reading (a)gender and (a)sexuality; and how to support classroom students toward personal, educational, and social legitimacy through understanding the value of (a) gender and (a)sexuality self-determination and (a) gender and (a)sexuality justice.