This article recounts my search for a context-appropriate way of exploring gender and sexuality issues in an English as a Foreign Language (EFL) classroom. The first half of the article explains why and how I sought a pedagogic strategy that would be educationally effective, institutionally viable, and culturally appropriate-in my case, for EFL students in a cultural studies course at a Christian women's college in western Japan. I sought an approach that would harmonize with the sociocultural context and with principles of effective language learning, as well as affirm the identities and rights of queer-identifying individuals but without reinforcing static sexual-identity stereotypes. The second half of the article illustrates how I used life-history narratives of local Japanese individuals to generate classroom inquiry about issues of gender and sexuality. It presents excerpts from audio-taped class discussions about the experiences of a lesbian university student (Naomi), a gay high school teacher (Kaito), and a transgender schoolmate of one of my students (Reiko). These class discussions indicate that using local queer narratives as teaching material may prove an effective way of exploring issues of sexuality, gender, and language, especially within institutional or regional contexts in which open discussion of sexuality may seem challenging or unfamiliar.