Drawing from data from a survey conducted with 22 Quebec high schoolteachers, this article questions the types of intervention theyadvocate in relation to sexual orientation, whether in a context ofhomophobia or directly with lesbian, gay, bisexual or questioning(LGBQ) students. Five types of intervention to address homophobia tendto be put forth: correction of vocabulary, etymological explanations,sensitization to the impacts of homophobia, analogy between homophobiaand racism, and confrontation of the students. Our results suggest thatmany teachers only take action following situations they interpret ashomophobic, therefore missing the more complex mechanisms by which LGBQstudents can be discriminated against.