There are innumerable subcultures within American society, all of which come to interact within the walls of a school and all of which should be recognized and valued by the classroom teacher. This article shares secondary students' beliefs and attitudes about reading and studying lesbian, gay, bisexual, transgender and/or questioning (LGBTQ) literature in the secondary English classroom. Students share their perspectives on why teachers exclude LGBTQ literature and offer advice to teachers on the inclusion of this genre in their curriculum.