Although research indicates school-based agricultural education teachers work to make classrooms more inclusive, some teachers may not feel prepared to support LGBTQ+ youth. The purpose of this study was to explore the attitudes of agricultural education teachers about the inclusion of LGBTQ+ youth in agricultural education. The 38-statement Q set was sorted by 21 Oklahoma agricultural education teachers. The resulting attitudes from the three-factorial solution were labeled: "It's Up to Me, It's Up to Us," and "It's Up to Leadership." The "It's Up to Me" teachers accept the responsibility to create an inclusive environment and program for LGBTQ+ youth. The "It's Up to Us" teachers acknowledge the important collective role that students, teachers, and school and university leaders play in creating an inclusive classroom and program. The "It's Up to Leadership" teachers acknowledge a need for further education and training in LGBTQ+ inclusion and feel there is too much pressure placed on teachers to be inclusive. The attitudes describe the diverse understandings of how LGBTQ+ inclusion in agricultural education might be implemented and supported with the need for more education and resources in LGBTQ+ inclusion.