This literature review presents insights from existing research on how teachers view their role in creating safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students. Analysis of the literature shows that there are concerns for LGBTQI students' safety in schools, that educational settings operate from a position of heteronormativity, and that heterosexual teachers are uniquely positioned as part of the dominant group in which they help to define what is normal and what is deviant in school culture. Research findings on the ways heterosexual teachers respond to institutional heteronormativity are summarized and compared. This review of research provides considerations for and recommendations to school administrators and teacher educators to address needs of teachers. Areas for future research also are identified.The purpose of this article is to synthesize findings from current scholarly literature concerning teachers' view of their role in promoting safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students in K-12 settings. (See Table 1 for an expanded definition of the LGBTQI acronym and definitions for use of terminology to describe varying identifications within the LGBTQI community.) The goal is to shed light and understand how heterosexual school staff might perpetuate or counteract heteronormativity in schools. Implications for practice and future directions for research are suggested. BACKGROUND INFORMATION