Drawing on the author's volunteer experience, this article uses the insights of queer pedagogy to review the rationale and practices of a French antihomophobia education (AHE) program. This analysis further serves to question three foundational aspects of AHE, namely the role of dialogue, identity politics, and the impetus of normalization. Although AHE opens up possibilities for creating more positive school cultures (for queer youth and others), it is essential to recognize how this work can shore up the heteronormative foundations that it hopes to unsettle, so that we can learn from current limitations and implement more effective models of intervention. (Contains 7 notes.)