This article examines how one group of teachers discussed their perceptions of homophobia in their schools. A qualitative study was conducted that utilized the following: individual and group interviews, participant reflective journals, professional development sessions, and a research journal. The study illuminated how the role of hegemonic masculinity perpetuates homophobia through an accepted affection, an accepted masculinity, and student behaviors. Implications of the study suggest that teachers must be trained to acknowledge and address the role of hegemonic masculinity and heterocentricity in their schools and classrooms to address homophobia.