The editors of this special collection of the "Canadian Journal of Educational Administration and Policy" open this introductory essay with the words of Margaret Mead in order to underscore an important message contained in all of the essays of this collection: education administrators and policy makers are paramount to creating learning environments that are respectful of sexual and gender diversity for all staff and students. This holds true for a variety of educational settings ranging from publicly-funded Catholic and non-Catholic kindergarten to Grade 12 schools (K-12) to higher learning settings such as colleges, universities, transnational teaching abroad programs, and adult and community education spaces. This collection represents a plethora of emergent perspectives on queer educators. The collection begins in Canada with Tonya Callaghan's empirical study, which illustrates the current struggles facing queer educators in Catholic schools in Alberta and Ontario. Jan Buterman uses life narrative as a transgender teacher in Alberta to demonstrate the "Meantime" that targets gender variance. Next, Kaela Jubas points out how internationalization strategies have implications for queer educators working at post-secondary institutions, and uses the University of Calgary as an example. This collection continues with the transnational work of Robert Mizzi, which points out the difficulties for gay men teaching internationally in adult education settings and compares the experiences of gay male expatriates working in Kosovo with gay male immigrants working in Toronto. This collection then takes another international turn in order to learn of some of the emergent issues facing queer educators in other countries and as a means to motivate further Canadian scholarship. Mitsunori Misawa brings attention to gay male professors of colour in the United States, and illustrates how both racism and homophobia intersect in the workplace despite the presence of equity policies. Last, we draw attention to recent developments in Australia, where Tania Ferfolja and Efty Stavrou present research from a national survey of lesbian and gay male K-12 teachers and their experiences creating a queer-positive culture and climate. The editors recognize that this collection gauges the current climate for queer educators in different work settings and realize that there is more work to be done to actually develop pluralistic and inclusive educational environments in Canada and elsewhere.