In spite of its short history, education that is inclusive of LGBTQ issues has developed in three major paradigms: (1) safety; (2) equity; and (3) critical theory. A review of research and program evaluation of teacher education with regard to LGBTQ reveals only a limited number of studies--most of which fall within either the safety or equity paradigms. But it is precisely because the differing paradigmatic approaches that evaluation is problematic. Lacking a unity of purposes, it is difficult to determine appropriate criteria for the success or failure of teacher education programs. This review first examines studies of preservice teachers and school personnel attitudes towards LGBTQ persons. It then discusses program evaluations from preservice and in-service teacher education from within the safety or equity paradigms.