This study examines teachers’ experiences in Italian schools adopting the alias career, a confidentiality agreement supporting trans* students. The research aims to understand teachers’ roles in supporting trans* students and implementing the alias career. Findings reveal that supportive teachers can significantly impact the school climate by advocating for the adoption of the alias career, addressing transphobic bullying, deadnaming and misgendering, and providing resources and training to their colleagues and administration. However, severe challenges, such as the absence of national regulations for the alias career and limited training for teaching and non-teaching staff, also emerge. Consequently, the adoption of the measure remains spotted, and educators lack the necessary training to address transphobia in schools. Additionally, due to the increased traction of associations of the anti-gender movement, the already limited protections for trans* students continue to be questioned and put at risk. In conclusion, similarly to other European countries such as Spain and France, Italy must address measures for trans* pupils through clear policies and directives from the Ministry of Education. The alias career represents a step forward, but systemic and ministerial changes are essential to create a supportive environment for all trans* students.