This article explores the potential of students and teachers to disrupt heterosexist schooling practices with queer interventions. Through a critical investigation of four vignettes, taken from the collection ""Unleashing the unpopular": Talking about sexual orientation and gender diversity in education", a progression of possibilities for queering elementary education is articulated. In particular, I examine how student and teacher decisions and interactions can alter the course of the curriculum. Examples of strategic practices and institutional locations for queer innovation are provided. The subjects act amidst a tradition of queer repression that saturates school systems and punishes the queers. Finally, I offer the possibility of subverting and claiming "care," a core value of the teaching profession, for queer education.