Presently, there is a political attack on LGBTQ+ individuals, especially in southern states. In 2022, six southern states (Alabama, Florida, Louisiana, Mississippi, Oklahoma, Texas) enacted laws that prohibit discussing LGBTQ+ students or issues within P-12 schools. These laws perpetuate heteronormativity and create intolerant and unsafe educational spaces for LGBTQ+ individuals, especially students. Teacher preparation programs must begin addressing the challenges these laws present to P-12 schools. Therefore, in this article, the author discusses a qualitative research study that examined southern gay male teachers' beliefs about the intersectionality of sexuality, gender identity, and pedagogy in secondary classrooms. The author utilized queer theory as the theoretical framework. For this discussion, three important themes emerged from the data analysis: instruction, identity, and inclusivity. The study utilized individual unstructured interviews, unstructured focus group interviews, classroom observations with field notes, and a research journal. The findings offer suggestions for teacher preparation programs to consider when preparing teacher candidates for the profession.