Schools in the United States often times replicate the heteronormative beliefs of the American culture which can make these institutions feel isolating and unsafe for the lesbian, gay, bisexual, transgender, and questioning (LGBTQ) community. Historically, schools were places that reinforced heterosexuality and gender conforming norms. Despite more inclusive laws recently, schools still remain unsafe for many LGBTQ students (GLSEN, 2013). This qualitative case study examined how and whether LGBTQ practices were implemented on the elementary level and what the perceptions were of principals, teachers and parents on the current LGBTQ practices at their schools. Through individual interviews with principals and focus groups with parents and teachers, the data uncovered that neither schools had not formalized any LGBTQ practices, as well as held many current heteronormative practices and beliefs. The focus on elementary schools is important, as there is limited research on the implementation of LGBTQ practices on the elementary level as the majority focuses on the middle and high school levels. Implications were for leaders to focus on the integration of LGBTQ topics in curricula and to ensure their institutions were shifting away from teaching tolerance and moving towards teaching acceptance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]