Non-heterosexual, trans, and intersex bodies, identities, and orientations have traditionally been kept away from the realm of formal education, as if life and school were two realities disconnected from each other. With the arrival of affective-sexual education, an opportunity arose for these forms to become part of everyday school life, but content linked to the risks surrounding sexually transmitted infections and unwanted pregnancies, together with their prevention, has dominated the way sexuality is addressed in our schools. This content, in addition to displacing the LGTBIQ community to the point of erasure in this educational field, conceals discriminatory messages that reproduce and legitimize the various forms of violence suffered by people who do not conform to the normative parameters of sexuality (binarism, cis-centrism, heterocentrism, monosexuality, LGTBIQ-phobia, etc.). Thus, while non-hegemonic ways of experiencing sexuality are becoming increasingly visible among younger generations, in the field of school education there are multiple difficulties in addressing this diversity in a deep and comprehensive way. In this regard, this book explores the relationship between affective-sexual education and the LGTBIQ community—characterized more by its failures to connect than by its points of connection—tracing a path through different dimensions of sociocultural reality, from a focus on what the author calls the normative system of sexuality to the school framework and affective-sexual education. It then presents the results of a study and concludes with several proposals that can guide teaching practice toward achieving diverse and egalitarian affective-sexual education.