Sexual self-identification is seen as a finding of oneself. Much of the literature on the victimization of sexual minority youth takes the underlying reality of sexual orientations as given, and then addresses the objectionable ways in which minority youth are treated. That is, sexual classifications are taken as real, whereas the social responses to these classifications are critiqued as contingent and changeable. While improving the social well-being of sexual minority youth in schools is crucial, little attention has been paid to the ways schools may contribute to the formation of differing sexual identities in the first place. Given the negative experiences of sexual minority young people in schools, school people need not only to be responsive to victimization directed at divergent sexual orientations, but should try to understand ways in which they may construct sexual identities and the meaning attached to them. In this essay, the author suggests two areas of research on facets of schooling, which arguably contribute both to the acquisition of variable sexual identities by young people and to the denigration of minority orientations.