The choice of a teacher to be "out" in the classroom is perhaps unadvisable, possibly joyous, potentially disastrous, positively political, and just plain hard. For me, the choice to be out in the classroom has met with some consequences that do not match my expectations. This essay is an autoethnographic writing performance of my identity as a gay man and a teacher. To begin, I offer the narrative context in which I first approached the classroom as an openly gay teacher. I merge that narrative with a theoretically-infused reflection on some of my experiences with male learners across the text of The Laramie Project (Kaufman, 2002). I conclude with a few things I believe myself to have learned about pedagogy and understandings of sexuality between myself and those persons who encounter me as "teacher."