As globalization proceeded, the rights of sexual minority groups have become one of the human rights that cannot be ignored. However, recognizing sexuality as a human right and promoting educational practices which affect human rights policies, have been implemented mainly in the United States, Australia, New Zealand, and Europe. For example, the establishment of Gay and Straight Alliances is uncommon in East Asia. What about research on LGBT youth and implementation of sexuality education in East Asian countries? D'Augelli and Grossman describe the current limitations on doing research on queer youth--even in countries where there has been a relatively long history of such work. The authors' point that educators must work to reduce the stigma of sexual orientation, paying greater attention to gender identity, is as important as the need for more types of research into their lives. People certainly need to do a better job thinking about their methodologies as they engage in this research. Most importantly, and not discussed in their article, is the need to ground theories about queer youth and connect those theories directly and practically toward the improvement of their lives by meeting their needs. The author thinks theories should be constructed "from" the needs of queer youth, not "for" their needs. Moreover, the influences of ethnicity, race, and culture should be taken much more seriously. In East Asia, gays (and lesbians) appear slow to come out. But, given the Confucian morality and strong value placed on family, "coming out" should not be understood and cannot be done in the same manner as in western countries. The absence of both grounded theory toward real-life practical solutions and the omission of a deep understanding of how queer youth construct their lives in different cultures should be concerns for everybody. [This article was translated by Keiko Ofuji.]