This article presents research results on high school students’ perceptions of sexual diversity to identify their heteronormative constructs. A qualitative case study was conducted with 24 participants from a Greater Vancouver high school, using a questionnaire, audio recordings of classroom discussions, a journal entry, and eight individual semi-structured interviews to collect data. While some participants demonstrated critical thinking and introspection, many tended to reaffirm heteronormative worldviews, normalize sexual diversity, and minimize the impact of homophobia as a form of systemic discrimination. The article suggests avenues for action to guide the development of queer pedagogical practice.