In this paper we pursue to know how EFL teacher trainees perceive the introduction of queer issues within their teaching practices. The qualitative study has been conducted at the University of Granada (Spain) with ten would-be teachers who are in their final year of university studies and have completed their school practice period. In order to underpin this research we analyse the postulates of Queer Theory for the pedagogical field, some of the Spanish educational foundations regarding gender, and the roles played by teachers to implement these practices.