Thirty-eight countries in Africa regard homosexuality as punishable by law with South Africa remaining a standout country advancing constitutional equality on the basis of sexual orientation. In the context of homophobic violence, however, concerns have been raised about schools' potential to improve the educational, moral and social outcomes for young people. In examining how some South African teachers normalize heterosexuality the paper raises questions about moral education in addressing homophobia. By drawing on interviews conducted with teachers across different social contexts, the paper shows how rights are limited by dominant constructions of heterosexual privilege mediated by a range of interlocking social processes including gender, race and culture. The paper argues that attention to the social and cultural influences in teachers' account of homosexuality must feature in local designs of moral education. The imperative of working with teachers is presented as a way forward to facilitate the broadening of moral education to include an interrogation of heteronormativity which has evaded the focus of South African moral education.