the purpose of this study was to learn about the nature of interactions between lesbian, gay, bisexual, queer, trans-identified, and two-spirited (lgbqtt) parents and their children’s teachers and school principals. a case study and narrative inquiry methodology was used to examine the research questions in this study. semi-structured interviews were conducted to capture the experiences o f six parents in northern ontario. this method of study allowed for each participant to tell their own story about their thoughts, feelings, and perceptions about being an lgbqtt parent in a school community. five common themes were identified during data analysis. these themes were: (1) coming out at school; (2) impact of disclosure on their children; (3) acceptance and validation; (4) lack of representation of non-normative families; and (5) high parental involvement in their children’s schools. the participants in this study emphasized the importance of full disclosure of family structure in school. they felt accepted and validated by school staff, but were acutely aware that homophobia and heterosexism nevertheless exists in school communities. the thesis concludes with recommendations for teachers, principals, and lgbqtt parents, as well as ideas for future research.