While much has changed in the last decade in Canada regarding queer inclusion, oppressive hegemonic structures have and continue to perpetuate hetero/trans/allonormativity (the assumption that everyone experiences sexual attraction) and queerphobia in educational settings and the systems that control them. Prior research has lists of suggestions for combatting these systems and structures. Yet, progress is stagnant or even being retracted for queer rights in society and educational contexts. This study looked at how educators and policy created queer inclusion and joy through a lens of optimistic queer theory. The goal of this research was to understand better how queer joy was supported in K-12 schools, what school staff were doing to support queer joy, and why they were choosing to do so. This study looked at the questions: How do queer school staff and self-identified allies see/support queerly joyful practices in some of Calgary's public schools? Why do queer school staff and self-identified allies choose to embrace queer joy? What circumstances allow for fostering queer joy in Calgary public schools? This was captured through policy analysis of nine relevant sexual orientation and gender identity policies that impacted Alberta public school teachers while also drawing upon critical arts-based methodologies to understand better the art of six Calgary educators who upheld queer joy in their work. This research found inconsistencies between the various policies but also indicated the importance of safe spaces, allies, and quality policy to ensure that queer joy could exist in schools in Alberta, Canada.