Heteronormativity is pervasive and ongoing in most societies. New Zealand, despite its comparatively liberal laws in relation to sexual orientation, is no exception. The effects of such attitudes, values and prejudices extend into education and, by default, into curriculum. Findings from a study including student and staff online surveys, a series of focus group and individual interviews and an overview of programme content suggest that there was a hidden curriculum of heteronormativity in teacher education at a New Zealand faculty of education in 2009. Course content and delivery, staff and student attitudes and beliefs and the lack of visibility of lesbian, gay, bisexual, transgender and transsexual (LGBTT) people appeared to produce a curriculum that was unsupportive and not inclusive of queer students and staff members. This article discusses notions of curriculum and the research findings with reference to relevant theoretical perspectives.