As some educators try to eradicate homophobia among their students, the literature on how classroom interventions lessen homophobia has netted inconsistent results. Most studies have found modest curriculum effects, while some have not. In addressing these inconsistencies, this study investigates the way some mitigating factors may either augment or dampen a student's response to class discussions. After collecting data on 748 students from 12 colleges, it appears that student comfort with gays and lesbians was influenced by the class itself and a mixture of other factors. Some of these crucial factors were peer and familial attitudes as well as the perceived cause of homosexuality, embracing conservative religious maxims, and endorsing traditional gender roles. (Contains 2 tables and 1 note.)