Institutionalized heteronormativity continues to be maintained in school settings, which impedes the learning environment for many youths. Research suggests many Canadian schools continue to perpetuate heteronormativity and contribute to the marginalization of gender and sexually diverse (GSD) youth, leading to lower graduation rates, mental health issues and even suicide. The purpose of this qualitative study is to develop a deeper understanding of how heterosexual, Saskatchewan teachers approach, understand and bring awareness to GSD inclusive pedagogy. Queer theory provides a theoretical lens to develop a deeper understanding of participants’ connections to school as a heterosexualized institution, and also to deconstruct heteronormativity. Using grounded theory methods of intensive interviews, this study seeks to understand how teachers navigate their role as allies and implementers of gender and sexually diverse pedagogy. Findings are represented in three themes. The analysis of the interviews reveal that 1) teachers often choose to silence discussion around GSD in fear of using culturally-offensive language, 2) teachers fear losing the cultural and social management of binary genders and sexualities, further perpetuating heteronormativity, and 3) teachers want more support through proper professional development and training. I conclude by explicating the need and desire for strategic practices that interrupt heteronormativity and the marginalization of GSD youth.