This qualitative study, which was guided by an integrative theoretical lens incorporating ecological, intersectional, and minority stress frameworks, examined the heteronormative and gendered contexts of gay fathers' relationships with other parents in their children's schools. Background: Parents' interactions with other parents in the school environment can be a source of support, connection, tension, and/or alienation, and are significant to parents' overall school involvement, which in turn has implications for child academic and psychosocial adjustment. Little work has examined gay fathers' experiences in schools, and with other parents specifically, despite the potential salience of their gender and sexuality.