In this article, we share preliminary data of our small pilot study utilizing Democratic Queer Theory framework (Camicia, 2016) and mixed methods data collection sought to understand if teachers are implementing LGBTQ+ curriculum in elementary schools. When evaluating the data collected, we found that California credential candidates are not comfortable including LGBTQ+ curriculum or do not have the resources to implement inclusive curriculum in elementary schools. Thus, it is the responsibility of teacher educators to ensure pre-service teachers are thoroughly prepared in pedagogy, theory, and professionalism to address the mandates of the bill as they enter their teacher careers. It is also important for teachers to feel comfortable implementing LGBTQ+ curricula in elementary schools, and in this article, the authors provide immediate implementations to minimize discomfort.