A survey of gay, Lesbian, and bisexual teachers of English as a Second Language (ESL) concerning their roles as teachers, working conditions, and peer relationships is reported. Data were gathered from 17 written questionnaires and 13 telephone interviews. An introductory chapter gives a brief history of the organization of homosexual members of Teachers of English to Speakers of Other Languages (TESOL) and an overview of the study's design. Chapter 2 analyzes responses concerning work issues outside the classroom: hostile or supportive organizational climate; coming out to colleagues; hiding at work; administrator attitudes; institutional policies and benefits; homophobia and career decisions; and other forms of oppression. Chapter 3 looks at issues associated with "coming out" to students, including both positive and negative experiences and support of individual homosexual/bisexual students. In chapter 4, special contributions that homosexual/bisexual teachers can make are then examined, including understanding and sensitivity, incorporation of homosexual/bisexual course content, and changes within the profession. A final chapter summarizes findings and conclusions about what homosexual/bisexual teachers want in order to be effective teachers and offers recommendations for the profession. Appended materials include the questionnaire, a summary of data, examples of school board and organizational policies supportive of homosexuals/bisexuals, and lists of references and relevant resources. (MSE)