This study was designed to explore how high school teachers in the state of New Jersey teach about sexual orientation as part of their sexuality education classes. New Jersey's Core Curriculum Content Standards (CCCS) mandate addressing sexual orientation by the end of the eighth grade and continuing through 12th grade. Fourteen teachers from Northern and Central New Jersey were observed and/or interviewed about teaching a class specifically on sexual orientation. Findings from this study suggest that, although the state CCCS mandate teaching about sexual orientation, the wording is far too vague to offer any guidance to teachers on how best to do so. Data gathered revealed a wide range of knowledge, comfort levels, school- and community-based support, and teaching methodologies, with a heavy focus on values clarification activities. Teachers revealed that they are largely left to themselves to determine what and how to teach about sexual orientation, as well as the types of professional development programs they think would best support their efforts to do so. Although the school and community support was mixed, it was clear from the teachers that homophobia still pervades many classrooms and school environments. Overall, the study results suggest that the preservice teacher training programs and postgraduate professional development opportunities the teachers in this population received were insufficient in enabling them to address this sensitive topic effectively with young people.