This paper examines education's role in addressing lesbian, gay, and bisexual issues, focusing on the role of graduate schools of education. It discusses the mission of schools of education and reviews points of conflict concerning the purpose of such schools. It then provides evidence of the vast array of contemporary lesbian and gay issues which confront educators, pointing out that if education schools were to fulfill the essence of their missions, considerable resources would be channeled into research, theory, and analysis of lesbian and gay issues in the educational arena. The paper also examines bulletins, course catalogs, and application materials from 16 graduate schools of education in order to assess the stated relationship between schools of education and lesbian and gay issues. It then discusses the personal experiences of an education graduate student interested in the study of gay and lesbian issues, as well as historical accounts of sex scandals and moral panics in educational institutions. It concludes by stating that the linkage of gay educators and children triggers real or imagined sex panic which functions to police many aspects of academic life. However, it urges educational leaders to find the courage to fulfill the mission and preserve the integrity of the discipline by interrogating controversial and vexing questions. An appendix lists the bulletins, course catalogs, and application materials reviewed. (Contains 99 references.) (MDM)