Students from the technical and vocational track in Flanders have more homonegative attitudes than other students. We investigate what explains this track difference and if the homonegativity is reflected in more bullying experiences by lesbian, gay, and bisexual (LGB) students in these tracks. The results show that sex-role ideology and religion are related to homonegative attitudes, but they do not explain the greater homonegativity of technical and vocational track students. The study also confirms that LGB students experience significantly more bullying than heterosexual students, but the experience of bullying does not differ significantly between tracks.