Educators, school counselors, and students in various disciplines are taking up the task and meeting a challenge for the twenty-first century: addressing issues of lesbians and gays in education (Andrews, 1990; Cuyahoga County Board of Mental Health, 1994; Governor's Commission on Gay and Lesbian Youth (Massachusetts) 1993; McConnell-Celi, 1993; Uribe & Harbeck, 1991). This is not an easy task. The issue of sexuality and homosexuality has a history of being a major threat to the traditional cultural ideology in the schools (Harbeck, 1992). Today, parents, community leaders, religious fundamentalists, and others use schools as one arena to debate this social issue. As one group fights for traditional values, another group advocates that children be prepared to live in a culturally diverse society. Those who take up this challenge are aware that they face potential professional and personal harm (Andrews, 1990; Harbeck, 1992). Harbeck (1992) in Coming Out of the Classroom Closet: Gay and Lesbian Students, Teachers and Curricula addresses this difficult task. She states that her recent book may be the first collection of research on homosexuality and education in educational history. In the past, scholars who undertook such studies were faced with threats to tenure, promotion, reputation, and personal safety (Harbeck, 1992). Andrews (1990) also addresses the issue of personal safety for those teachers who work to keep lesbian and gay issues on the agenda. Although faced with overwhelming obstacles, educators, school counselors, and students are working to meet the challenge of addressing gays and lesbians in education. The challenge is two-fold. The first part of the challenge is to acknowledge lesbian and gay adolescents in classrooms; the second part is a challenge to end the exclusion of lesbians and gays from curricula. This commentary insists that art education take up this challenge. I also focus on sources of information that address gay and lesbian artists and ways art teachers can utilize this information in the classroom. This commentary also suggests the appropriate level at which to present such information. Teachers must be aware that at least ten percent of their classes may be composed of homosexual adolescents. The Kinsey (1948) study estimated that one in ten people are exclusively homosexual. How and when this occurs remains unclear. The fact is there are lesbian and gay adults and adolescents. It is important that teachers not presume everyone is heterosexual. Most teachers are acutely aware of differences among students such as race, gender, socioeconomic status, disability, and ability levels. Teachers learn in undergraduate and graduate education to be aware of such differences, to be aware of the particular obstacles these students may encounter, and, when appropriate, create a curriculum that takes into account such differences. The push towards developing a pluralistic or multicultural art curriculum is also an acknowledgment that there are differences