Informed by queer theory (Sullivan, 2003) and taking place in the southeastern United States, this qualitative study explores the following questions: 1) What themes, if any, emerge across parents' responses to gay/lesbian-inclusive picturebooks, specifically in regard to what they find un/acceptable? 2) What themes, if any, emerge across parents' responses to how gay/lesbian-inclusive picturebooks could be used as (potential) classroom materials? 3) How do parents who identify as straight and also supportive of gay/lesbian rights produce themselves in various settings (as allies) in relation to gay/lesbian-inclusive picturebooks as (potential) classroom materials? Participants included five parents (four straight, one bisexual) who identify as supporters of gays and lesbians and have children who attend elementary (PreK-Fifth Grades) public schools. Five stages of data collection over a five-month period included semi-structured interviews, focus groups, and online surveys. The parents read and responded to 33 gay and/or lesbian-inclusive picturebooks. Findings indicated that while parents exist who claim to support gay and lesbian people, rights, and inclusive children's literature, their support was limited to particular types of books and use. Books and practices reinforcing (homo)normativity were largely preferred by the parents. This study has implications for elementary faculty, teacher educators, researchers, and parents. This study can inform the selection and use of children's literature in elementary schools and classrooms as well as extend considerations about gay and lesbian support and ally-ship.