The purpose of this autoethnographic study is to find connections between past experiences as adolescents and current teaching practices among LGBTQ art teachers in order to contextualize propositions of Ladson-Billing's culturally responsive pedagogy (CRP) (1995, 2001) for LGBTQ adolescent populations. Most research on anti-oppressive pedagogy under represents effective methods for addressing the needs of LGBTQ populations in an art classroom setting. Other studies, however, highlight the need for educators to have an awareness of cultural competency and adopt practices that challenge instances of anti-LGBTQ environments. Participants consist of LGBTQ art educators and artist educators, and non-art teachers' perspectives are included to further elevate themes. Interviews and the researcher's student teaching journal are coded in order to find common themes. These themes consider participants' identification of supportive and negative experiences in school during their adolescent years, participants' personal teaching practices, and the impact of identifying as LGBTQ on teaching and art making. This study aims to examine the connections between the extent LGBTQ art teachers are able to be fully present in their own classrooms, their interactions with students, and the impact of CRP on self-identification in art for LGBTQ adolescent students.