his paper explores how sexually marginalised black high-school students from conservative schooling contexts in KwaZulu-Natal, South Africa, experience schooling. It draws on queer theories through life narratives in presenting findings from a small-scale interventionist project designed by the author. The project involved 14 participants comprising teachers, school learners and pre-service teachers. The study found that queer youth have negative experiences of schooling which range from punitive actions expressed through derogatory language to vicious reactionary hate, often expressed through violence and often perpetrated by teachers. This paper also found resist-stances from queer learners in portraying a positive self-image for themselves as a mechanism for coping with homophobia. As a way of looking forward, it locates teachers at the centre of bringing about change for the queer learners and argues for a re-education of teachers in order to tackle homophobia in schools.