Teachers are obligated to construct an environment inclusive of "all" students. This article argues critical literacy with queer intent can offer strategies to expose normative constructions of gender and sexuality that can exclude some students. I initiate the case with a queer theory analysis of a description of critical literacy developed with New Zealand teachers. By (re)visiting a primary school level critical literacy lesson I reveal how, with more queerly focussed questioning, norms can be critiqued. The paper concludes with the proposition that teachers take up opportunities created by critical literacy with queer intent to question who/what counts as 'normal/normalcy'.