In this article we report results of a qualitative interview study focusing on middle school Language Arts teachers' perceptions, attitudes, and reported practices related to LGBQ topics. The study found that virtually all of the teacher participants recognized that the topic of same-sex sexuality was important for their students, yet the teachers used a variety of strategies to avoid or redirect discussion of the topic. We argue that teacher responses indicate that they generally reinforced the heteronormative silence about sexual orientation and, in some cases, blocked student attempts to disrupt the norm of silence or to change the discourse. In doing so, teachers shaped (inadvertently or not) student behaviors and attitudes to fit into the heterosexist and homophobic local school community of practice. Implications for teacher education and professional development are discussed. (Contains 1 note.)