Discrimination against lesbians and gay men has been endemic throughout Australia's history. However, in twenty-first century Australian society there are signs of growing sophistication and acceptance of sexual diversities. Despite this, schools continue to be organisations where sexual "difference" is marginalised and silenced, having ramifications on the professional lives of lesbian and gay teachers. This article, based on qualitative research with 14 lesbian and gay teachers working in metropolitan Sydney, explores the ways in which schooling micro-cultures and systemic practices affect participants' working lives. In particular, it highlights the ways in which these teachers negotiate the complex discursive fields in schools to perform their "professional" teacher subjectivities in ways that are personally functional and effective, and simultaneously organisationally "acceptable" in what has been for lesbian and gay teachers, traditionally hostile workplaces.