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Although attitudes and practices around lesbian, gay, bisexual, and transgender (LGBT) people have been changing dramatically in recent years (e.g., McCarthy, 2014), one of the contexts in which change has generally been especially slow to come has been school settings. Both psychological and mainstream media outlets have given considerable attention to the status of students in K–12 settings, often pointing out the challenges that LGBT students face at all levels of school systems (e.g., Almeida, Johnson, Corliss, Molnar, & Azrael, 2009). On the other hand, relatively little attention has been focused on the experiences of LGBT adults who teach in schools. As the inaugural volume in the book series Research in Queer Studies from Information Age Publishing, Hidehiro Endo and Paul Chamness Miller have edited a book that focuses on LGBT teachers in K–12 settings. Queer Voices From the Classroom includes personal–professional narratives from sexual minority teachers who work in all sorts of schools—large and small, public and private, urban and rural, LGBT-friendly and LGBT-oppressive. The book includes an introduction by the editors and 23 chapters written by teacher–authors. The chapters are divided into four sections based on the editors ’ divisio