While LGBTQ people may no longer need be considered the "invisible minority," LGBTQ books are often taken to be positive or affirmative based on their mere inclusion of gay people as characters. The authors believe the catalog of LGBTQ texts must continue to increase in both quantity and quality and that teachers must explicitly engage students in critical discussions of the ways in which texts work to construct for readers what it means and looks like to be gay. Teachers and students have been exploring issues of social justice by explicitly questioning how gender, race, and culture are embedded within characters for years, but many struggle to include sexual identity in these analyses. In this article, the authors outline a series of steps they hope will help teachers and students include sexual identity in classroom discussions about texts. The authors model these steps by providing examples from their own critical multicultural readings of two LGBTQ adolescent novels to begin demonstrating the need for thoughtful attention toward the ways LGBTQ people (in this case, gay males) are depicted in and positioned through literature.