This descriptive exploratory study describes teacher self-efficacy in providing LGBTQ+ support in the implicit and explicit social studies curriculum in the wake of numerous anti-LGBTQ+ legislation in education in Florida. Four high school social studies teachers from three different Florida public school districts were interviewed to answer three main questions. All participating teachers expressed broad knowledge of their subject matter but could not identify LGBTQ+ inclusivity in their state and district-mandated curriculum. All participants had a great sense of self-efficacy in supporting their LGBTQ+ students but low self-efficacy in educating their colleagues about these issues. All participating teachers expressed a high level of knowledge of their subject matter and were able to identify opportunities in the existing curriculum to be LGBTQ+ inclusive; however, because of the new education laws targeting LGBTQ+ issues, teachers expressed being unsure about moving forward with teaching an LGBTQ+ inclusive explicit social studies curriculum. Simultaneously, vagueness around these laws results in opportunities for teachers to act as curriculum gatekeepers and identify instances in the mandated curriculum where they can infuse LGBTQ+ content. [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.]