Homophobia and heterosexism among mental health students is addressed through recognizing the intersubjective nature of the instructor-student relationships in the classroom. Theories about human behavior and clinical practice often present heterosexist views that go unchallenged. Unexamined views and prejudices can impact group dynamics and stir internalized homophobia within the sexual minority instructor or student. This article applies an intersubjective perspective to classroom vignettes, and it invites the educator to examine his or her theories and unconscious views as a precursor to providing an open learning environment for discussion and critique.