As LGBTQ issues gain prominence in political and social arenas directly related to social studies teaching, the field of social studies can no longer remain silent. The author argues that we need to move beyond marginal programs and an emphasis on anti-bullying measures to examine the heteronormative structures that school students in sexuality. She draws on queer theory to look critically at how the current vision statement and standards of NCSS position students to understand LGBTQ issues and persons and to recognize these as rights issues in public discourse. Although the findings are not optimistic about social studies as a field of social change and critical social understanding, there are moments of possibility in the field. (Contains 2 notes.)