In this article, the authors draw on the work of John Dewey and his notions of transactional realism and habits to inform their analysis of the heteronormative subjectivities of pre-service teachers. The authors depict the dynamics of heteronormative attitudes among pre-service teachers and highlight the ways heterosexist beliefs interact with teachers' professional, moral, and religious identity. Through these depictions, the authors uncover certain "hitches" or contradictions in their subjectivities that teachers must negotiate. These hitches should be points of departure for teacher educators in getting teachers to explore and renegotiate their heteronormative positions. (Contains 3 notes.)