Despite an underlying inclusion agenda, sexuality equality remains a low priority in education. Review of literature suggests the marginalization of sexual minority young people (SMYP) in schools. This study explores educational psychologists' (EPs') constructions of sexuality and the implications for practice. Discursive psychology was used to analyse semi-structured interview data from seven EPs. Multiple and context-dependent constructions of sexuality emerged from the study. The research suggested that participants oriented to the need to maintain a non-prejudiced position and managed tensions of accountability using rhetorical strategies and interpretive repertoires. Conclusions centre on the need for reflexive practice to challenge taken for granted assumptions regarding sexuality in education and psychology communities. (Contains 1 figure and 1 note.)