Finnish queer teachers work in an esteemed profession but also belong to a marginalized minority group. This article analyses interview data focusing on non-heterosexual teachers' understanding of their language use in schools, drawing from sociolinguistic research with queer linguistics. Methodologically, Critical Discourse Analysis is applied to the data to explore the influence of heteronormativity shaping the way queer teachers understand their language use, resting on the knowledge that language use constructs social meanings and establishes discourses. The analysis provides discourses of safety, incompatibility and resistance that demonstrate the construction of social meanings to the understanding of language use, suggesting the main issues in heteronormative schools are connected to safety and experiencing incompatibility as a teacher. Queer teachers are also compelled to resist heteronormativity in many ways. The article concludes that there are heteronormative power settings specific to educational contexts, information that could be utilized for initiating change.