Pedagogy and content that disrupt existing heteronormative structures and curriculum with positive representations of LGBTQ people, history, and events are connected to more welcoming school experiences for all students. To understand elementary teachers' choices with regards to content and pedagogy that disrupt gender and sexuality norms, this study addressed the following research question: How are elementary teachers' perceptions of gender identity and sexuality revealed in their pedagogical and curricular choices? This multi-case study examined the beliefs and perceptions of two elementary school teachers, one kindergarten and one fifth grade teacher, and their interactions with their students. The teachers taught in public elementary schools in a metropolitan city in Southern California and were known for attempting LGBTQ-inclusive pedagogy and curriculum. The data for this qualitative study included teacher interviews, observations, and reflective notes. The findings from this study revealed that although both teachers expressed a desire to disrupt society's hegemonic heteronormative narrative, their inability to overtly disrupt traditional gender and sexuality norms with their students resulted in the reinforcement and reproduction of heteronormativity. In order to foster conditions where students are able to challenge heteronormative expectations, teachers must be given the opportunity to critically reflect on heteronormativity, deepen existing skills and knowledge associated with implementing curriculum, make pedagogical choices that achieve the goal of disruption, and be allowed opportunities that go beyond recognizing the need for disruptive pedagogy and curriculum to integrating anti-oppressive education in schools that addresses the marginalization of the LGBTQ community and the privilege associated with heteronormativity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]