This study focused on the association between 3 school-level supports for lesbian, gay, bisexual, and transgender (LGBT) students and teachers' knowledge, attitudes, and behaviors toward LGBT youth. Framed within social support theory, the study used survey method with a sample of 98 teachers in Grades 6-12. The purpose was to examine the relation among GSAs, enumerated antibullying policies, and provision of LGBT-related training and teachers' knowledge and attitudes, as well as the frequency with which teachers engage in behaviors or activities to support LGBT youth. Results demonstrate that teachers reported a higher frequency of engaging in behaviors to support LGBT students when they worked in a school with an active GSA or enumerated antibullying policy and received training specifically related to LGBT youth. Across all teachers, ratings of the frequency of taking on supportive roles were significantly lower compared with their ratings of the importance of doing so. Despite acknowledging the need to support LGBT youth, teachers may not consistently intervene on behalf of LGBT students. Limitations as well as implications of these results for enhancing teacher training are discussed.