The authors' belief that using LGBT (lesbian, gay, bisexual and transgender)-themed literature in schools is possible and necessary, coupled with students' sense that either it cannot or is not being done, prompted them to write this article. While the authors are sympathetic with students' perspectives, and agree that examples are limited, such work is happening and has been documented in scholarship. One goal of this article is to bring that scholarship together to showcase what is happening in classrooms. A second, related goal is to trouble this scholarship and consider how work around LGBT-themed literature in classrooms may be limited by the context of school. Through analysis of these studies, the authors identify limitations and constraints relative to "positioning" of readers and texts, the acknowledgment and uptake of "pleasure" around these readings, and issues of "politics" and "power" that shape engagements with LGBT-themed literature in schools. Finally, drawing from work in out-of-school, queer-inclusive communities, the authors suggest ways of opening up spaces in classrooms to a range of reading positions and work around texts that offer more possibilities for young people to become readers of LGBT-themed literature in schools and to work with adults against homophobia and heterosexism. (Contains 2 notes.)