In 2005, a group of college and university-based teacher educators in Illinois, a Midwestern state in the United States, formed a group called the Pre-Professional Preparation Project (P-Project), to examine how teacher preparation programs represent lesbian, gay, bisexual, transgender, and queer (LGBTQ) lives and issues. Concern about the experiences of queer students, the invisibility of LGBTQ people in education, and a commitment to social justice advocacy was the focus of the group and its two interrelated research projects, which addressed these questions: Are teacher educators addressing LGBTQ issues in their teacher preparation programs? How visible are LGBTQ people and issues in these institutions? Which institutions include sexual orientation and gender identity in their anti-discrimination and other policies? Are sexual orientation and gender identity identified in teacher education programs’ frameworks and curricula? After surveying teacher educators at all 57 state teacher education programs and using data available from university and college websites, the P-Project analyzed its data and issued report cards evaluating the pre-professional programs. The P-Project sought to maximize the immediate effects of its research by notifying the press of its findings. This paper describes the project’s rationale and goals, research instruments, history, conclusions, immediate impact, and future directions.