Scholars have become more attentive to lesbian/gay/bisexual/transsexual/queer/questioning (LGBTQ) topics as queer perspectives become increasingly prevalent in middle and high school environments. This study examines how educators navigate social and academic environments in order to incorporate inclusive pedagogical practices and cultivate safe schools for LGBTQ students. Tenets of structuration theory and heteronormativity are used to analyze interview data in order to unveil the heteronormative structures of schools and the production and reproduction of values that support or challenge these systems. Findings reveal that educators define the "rules" present in their schools systems, evaluate the potential risks in violating these rules, and negotiate their perceived role in the midst of these rules and risks. Implications include actions designed to facilitate educator efforts to address LGBTQ topics in schools in order to advance student welfare.