Qualitative methodologies were used to identify the demands and resources lesbian and gay (LG) teachers face in their schools. Data sources included 2 interviews each with 11 teachers who each identified as lesbian or gay. Analyses of interview data indicated 3 main findings. First, although all teachers experienced demands because of their sexual orientation, the nature of the demands were different depending on their level of openness. Second, social support from others (e.g., colleagues, administrators, and partners) emerged as a particularly important coping resource for LG teachers. Third, by identifying specific demands unique to participants' roles as teachers, the results suggested the importance of work context in understanding LG teacher stress. Implications for teacher educators and LG teachers are discussed.