Teachers are charged with the responsibility of maintaining discipline in schools but at the same time be cognisant of disciplinary actions that would make school environment unfriendly. Unfriendly school environments impact negatively on students‟ learning. This study investigated actions teachers take against students who get caught up in disciplinary cases involving homosexual activities in school. Bandura‟s social learning theory informed this study and ex-post facto research design was used. Accessible population was approximately 35,000 form four students in public secondary schools within Nakuru County. Participating students were selected through purposive and stratified random sampling and 400 form four students participated in the study. A students‟ questionnaire was used to collect data and the instrument‟s reliability was estimated using Cronbach‟s alpha, a reliability coefficient of 0.763 was obtained. The questionnaire was validated by two experts from school of Education, Laikipia University, Kenya. Data was analysed qualitatively using percentages, frequency counts and graphs with assistance of Statistical Package of Social Sciences (SPSS) version 23 at α=.05. Majority of the students (76.5%) observed that sexual orientation is an issue of concern in their schools and teachers used various strategies to maintain discipline in school as far as inappropriate sex and sexuality behaviours were concerned. The study recommended in-service training of teachers with regard to sex and sexuality education issues encountered in schools as well as strengthening guidance and counselling strategies.