The purpose of this study was to examine the prevalence of homophobic language and verbal harassment in North Carolina high schools, the intervention rates of school personnel, and the effectiveness of school non-harassment policies. Data was collected from six high schools in central NC that had active Gay Straight Alliances. Gay Straight Alliance members and teachers assisted in data collection and distributed the survey instrument in classes or to individual students who agreed to participate. A total of 904 students completed the survey and were included in data analysis. Results indicated that most respondents heard homophobic remarks frequently in school, homophobic remarks were more often made by students than school personnel, school personnel infrequently intervened when students made homophobic remarks in their presence, homophobic remarks were heard frequently across various school areas, and schools with non-harassment policies that did not include sexual orientation had more reported verbal harassment than schools whose policies did include sexual orientation. These results depict a homophobic, hostile climate at school. Such a climate may lead to students feeling distressed and unsafe at school. Furthermore, homophobic school climates often lead to students being truant, performing poorly, and dropping out. Failure of school personnel to curtail homophobic verbal harassment may be interpreted by students that this form of harassment is permissible. Verbal harassment left unchecked may escalate into physical abuse and violence. A hostile school climate denies students the fundamental right to learn in a safe environment. Based on these results and implications, Safe Schools NC recommends (1) training school personnel on how to intervene and prevent harassment and bullying of sexual minority students; (2) including sexual orientation and gender identity/expression in school policies against harassment, bullying, and discrimination; (3) assisting students in creating or maintaining Gay Straight Alliances in schools; (4) providing information resources to students and school personnel on sexual orientation and gender identity/expression; and (5) assessing the school climate on a regular basis regarding sexual orientation harassment. The following are appended: (1) Survey Instrument; and (2) Resource List. (Contains 7 tables and 5 figures.) [This document was produced by Safe Schools NC.]