School can be inhospitable for any lesbian, gay, bisexual, transgender, and queer (LGBTQ) parents with children in pre-K-12 classrooms (Kosciw & Diaz, 2008). Some LGBTQ parents feel they must be silent and discreet so their children will not endure any discrimination at school (Fakhrid-Deen & COLAGE, 2010). Some reasons for this silence include teachers' and administrators' perceptions of LGBTQ parents, heterosexual biases and privileges, gendered harassment, lack of communication between schools and LGBTQ parents, lack of training for school personnel, and non-relevant curriculum (Meyer, 2008; Spickard & Prettyman, 2007). Teachers have the responsibility to welcome all people into their classrooms, and they must ensure all families' stories and concerns are addressed. This qualitative study examines the experiences of 12 LGBTQ parents with children in grades Pre-K to 12th using questionnaires, interviews, and narratives. This study sought to 1) discover if there are unique experiences LGBTQ parents encounter in schools and, 2) to learn from parents what they want teachers and school personnel to know about their experiences within this setting. This qualitative study discusses reasons why the topic of LGBTQ parents and schooling was important to the researcher, provides a review of relevant literature, shares the study methodology, offers analysis of the data collected and emergent themes, and makes recommendations for future research. Thematic findings are organized into five categories: (a) the concern for the child, (b) the value of diversity (c) the heteronormalizing nature of schools and school districts, (d) the importance of inclusivity, and (e) the impact of educating teachers on LGBTQ issues and concerns. Study results indicate official knowledge (Apple, 2000) vetted by those in power still creates barriers for LGBTQ families. The LGBTQ parent participants in this study shared their beliefs that some school curriculums were becoming more comprehensive but also discussed how school structures are often unwelcoming for their families. This study aims to challenge educators to reflect on the information shared by these parents and take action in their classrooms to ensure all families feel welcomed, included, and accepted. [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.]