This article questions the effects of forms of knowledge adults create that frame LGBT youth. The author focuses on dominant images of the LGBT youth at-risk and the adolescent who adopts a secure gay identity. She argues that gay identity development models and subcultural theories create a group with defined needs to which adults and school programs should respond. If used unreflectively, these normative constructions, which justify and underlie the premises of school change, can exclude youth and ignore their creativity. The article points to the need to learn from and with youth in expanding inclusive school programs.