This descriptive study examined two aspects of teacher education (text materials and curricular methods) with respect to the question of how gay, lesbian, bisexual, and transsexual (GLBT) issues are presented and discussed. The first study focused on a content analysis of a variety of textbooks (lifespan development, adolescent development, and multicultural/social foundations) that are available for use in teacher education programs. Findings here indicated a general inclusion of GLBT issues in lifespan and adolescence texts, though there were some structural and content treatment considerations. The second study involved a set of interviews with 11 teacher educators from a variety of programs nationwide. Four main themes were derived from the data (curricular consistency, community/campus contexts, perceived administrative response, and perceived student response). Findings suggest that while GLBT issues are increasingly a part of teacher education programs, there is still inconsistency across and within programs. Implications for these studies include recommendations for incorporating GLBT issues into teacher preparation in a more formal manner as well as integrating the issues across the curriculum. (Contains 15 references.) (Author/SM)