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Drawing on data from a semester-long practitioner inquiry (Cochran-Smith & Lytle, 2009) study, this paper examines how prospective teachers in a Teaching Diverse Young Adult Literature course centered difference through discussion. Drawing on the three class sessions wherein the focal texts centered on the lesbian, gay, bisexual, transgender, and queer (LGBTQ) experience, this paper looks at how the LGBTQ subject was discursively shaped over time. In so doing, it asks: How do prospective teachers in a ‘Teaching Diverse Young Adult Literature' course discursively construct the LGBTQ subject?” and “What discourses, oppressive and liberatory, circulate as participants encounter different LGBTQ-themed texts?”