Previous research has explored the role LGBTQ instructor sexuality plays in the classroom. However, little research explores the effects of disclosing LGBTQ sexuality on the individual instructor. This study examines how LGBTQ instructors report disclosures of their sexuality to influence their Communication Apprehension, Instructional Effectiveness, and their Relationships with Students. Qualitative interviewing methods were used to survey nine self-identified LGBTQ college instructors from mid-size Midwest universities, and a grounded theory approach was used to identify emergent themes pertaining to LGBTQ instructors' experiences with their sexuality in the classroom. Interviewees reported varying degrees of communication apprehension, instructional effectiveness, and heightened personal relationships with students as a result of disclosing their sexuality to students. Implications for critical and engaged pedagogy are provided.