In this article, the author, as a teacher educator, wants to provide a space for her students to talk about the role they and their students' bodies play in the classroom--a safe place for them to share, reflect on, and begin to theorize the sexual dimension of their teaching. Her space-creating intentions have been predicated on the assumption that other teachers of secondary students felt as she did, but she had to verify first whether that assumption was legitimate. In this article, the author's pilot study is presented. An investigation of how teachers experience sexual dynamics and their bodies in their classrooms and what factors influence their experiences is discussed. Furthermore, she states that teacher educators could play a role in creating a space within the larger framework of teacher education discourse such that bodily knowledge is considered along with pedagogical and content knowledge as a necessary component of teacher training and professional development. (Contains 7 notes.)