This study examined how teacher educators made sense of their efforts to disrupt homophobia in the classroom. Participants were teacher educators who were collaboratively designing and constructing a video product to be used in teacher education classrooms to help teachers understand, recognize, and disrupt homophobia. The study involved interviews, video documentation, researcher field notes, and a researcher reflective journal. The interviews asked respondents about their definitions of homophobia, how they learned about it, how they as teachers tried to disrupt it in their classrooms with preservice teachers, and what they considered particularly important. Respondents said that effective disruptive pedagogies contained at least three strategies: taking advantage of openings to address homophobia, teaching language about sexual diversity, and using a fluid understanding of the world to teach acceptance of sexual diversity. Respondents noted that they had not learned to disrupt homophobia in their initial teacher preparation, but rather, they were able to disrupt homophobia because of their learning experiences in graduate school (e.g., space for understanding homophobia, support for reflecting on experiences with homophobia, support for confronting lack of knowledge about sexual diversity, and direct teaching of how to disrupt homophobia). (Contains 39 references.) (SM)