Purpose <p>The purpose of this study was to explore decisions local educators made to implement the Dignity for All Students Act, New York’s LGBTQ-inclusive anti-bullying law. The Dignity Act went into effect in 2012. The research was designed to be used in state-level policy. The findings presented in this article specifically focus on educators’ responses to questions about curriculum inclusion as a tool to meet the pro-active expectations of the law. We frame the data here as a counter to current U.S. rhetoric that Don’t Say Gay laws are necessary to curb LGBTQ curricular inclusion.</p> Research Methods/Approach <p>The participants for this study are Dignity Act Coordinators (DACs), who are the local educators designated to lead Dignity Act implementation and compliance. Data were collected 2013–2015, 2017–2018, 2020–2023. Semi-structured interviews were conducted with 149 DACs, and data were analyzed using a low-level coding process to identify patterns in how participants narrated their decisions for addressing implementation.</p> Findings <p>90% of participants reported that integrating LGBTQ content into curriculum was not happening in their schools. Participants reported isolated examples of LGBTQ inclusion in health and English classes, but more commonly described fears of professional consequences and conservative communities as barriers to incorporating LGBTQ content, despite legal coverage.</p> Implications <p>This research is a step toward greater understanding of the ways educators interpret policy and set expectations for implementing LGBTQ-affirming law and policies.</p>