In this article, the author offers guidelines to teachers on shaping pedagogy and classrooms in ways that include and value the experiences and learning of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. In order for teachers to create a context in which gender trouble can happen without violent consequences, they need to recognize their own prejudices and reflect on the ways that these prejudices might impact their teaching of LGBTQ and gender-nonconforming students. (Contains 4 endnotes.)