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Abstract
This investigation is a descriptive study documenting the inclusion of sexual orientation (gay and lesbian) topics in a sample of 65 public university elementary teacher preparation programs across the USA (representing the preparation of 14,000–19,000 new teachers annually). Findings indicate that only 55.6% of programs address sexual orientation topics within official program curriculum. It was also found that sexual orientation topics are largely isolated within educational foundation courses, receiving very little attention as pre‐service teachers get closer to practica and professional practice. The findings also report on the various challenges to addressing sexual orientation as indicated by program coordinators and the primary reasons given by the 44.4% of programs in the study that don’t address sexual orientation as a form of diversity within official curriculum. Conclusions suggest that elementary teacher programs may work to sustain homophobic and heterosexist school cultures through the omission of sexual orientation topics, despite the apparent commitment of the field to prepare teachers for diverse schools and communities.