LGBTQ students often have a secondary school experience fraught with bullying, mental health struggles, and marginalization. In this qualitative study, we examined teacher and administrator perspectives on school supports for LGBTQ students using data collected for a larger project on early college high schools (ECHS) in Texas. Using an ethic of care in education as a conceptual frame, our findings revealed that participants perceived ECHSs as safe and accepting spaces for sizable populations of queer youth, even in a restrictive state policy context. We suggest that because ECHSs were not intentionally designed to serve LGBTQ students--yet staff perceived to be serving them well--the characteristics embodied by ECHS faculty and staff may serve as aspirational aims for educators in other school contexts.