Sexual minority youth (gay, lesbian, bisexual, transgendered, and questioning) function in a society that condones homophobia. Results of a research study conducted by J. Sears (1991) indicated that teachers often expressed that they should be more proactive, supportive, and committed to the welfare of all their students, but the realities of their professional intervention and support for homosexual students were quite different. This study examined the personal beliefs of 200 preservice educators from the Midwest about homosexuality and how these attitudes and feelings are actualized in the schools. Findings suggest that this sample differed little from the sample of the 1991 study. Preservice teachers in this study did obtain a higher percentage of correct answers when tested on their knowledge of homosexuality, which suggests that though becoming better educated on issues surrounding homosexuality, these future teachers did not incorporate this knowledge into their personal attitudes and feelings. While black preservice teachers and early childhood preservice teachers obtained higher mean scores on both attitudinal measures (attitudes toward homosexuality and index of homophobia), race was the only variable that proved to be statistically significant. The paper also discusses implications for future research. (Contains 1 figure, 6 tables, and 42 references.) (SLD)