The article aims to explore Greek preschool and primary school teachers' experience regarding students coming from lesbian-parent families. In recent years, the composition of school classes in Greece has become more diverse. However, the inclusion of students and families from the LGBTQ+ community in the educational system and the teachers' role in creating inclusive schools has not been systematically investigated. Six primary school teachers who had had experience with students from lesbian-parent families were interviewed. Their narratives were analyzed using interpretative phenomenological analysis, a qualitative research method which allows the in-depth examination of the participants' experiences while simultaneously acknowledging the researcher's active role. The analysis of the interviews yielded four themes (the "uncanny," in the classroom, cooperation between teachers and lesbian parents, the broader educational context). The discussion highlights the need for teacher training on LGBTQ+ issues to lay robust foundations for inclusion in schools.