There is no question that Lesbian, Gay, Bisexual, and Transgender (LGBT) students are routinely verbally, emotionally, and physically bullied by their classmates in school contexts. Human Rights Watch (2001) concluded that as many as two million U.S. students have been harassed by peers at school due to their sexual orientation, while the Gay Lesbian Straight Educational Network (GLSEN) National School Climate Survey (NSCS, 2005) results indicated that approximately 75% of students reported hearing anti-gay slurs used by their peers (such as "dyke" and "faggot") regularly in the school setting. One of the prevailing reasons why LGBT students perceive their schools to be unsafe is that many of their teachers do not intervene when they (the teachers) witness peer-on-peer LGBT bullying and harassment, effectively allowing the berating and or violent behaviors to continue. To address this issue, the authors apply Paulo Freire's liberatory strategies from his "Pedagogy of the Oppressed" (1970) in the context of the tragedy that is anti-LGBT harassment, abuse, and assault in our nation's schools. Based on Freire's pedagogy, they recommend that youth: (1) involve a request by the oppressed (LGBT students) for an assembly of LGBT youth, their peers, and teachers for a dialogue about the issue; (2) open a dialogue by identifying and describing the problem for reflection; and (3) utilize a mediator, as is often used in victim offender mediation programs. Many school systems have finally recognized that the bullying of LGBT students is unacceptable and have begun to implement various programs and strategies to counteract such behavior. The literature is rife with recommendations to address LGBT mistreatment in the school setting, including: (1) establishing LGBT Parent Affinity Groups; (2) informing new hires of the expectation to support LGBT students and their families; (3) offering "safe spaces" where LGBT students can go for counseling and encouragement; and (4) providing specialized training related to issues specific to LGBT students for guidance and counseling staff. The authors conclude that in many places integration, unquestioned acceptance, full acknowledgement of basic rights and privileges are the norm and they ask "Can it be otherwise for LGBT?"