In recent decades, there has been an increase in the presence of the LGBTIQ+ community in several professional and social spheres in Peru; however, their involvement in the educational sector remains relatively scarce. Therefore, the aim of this study was to gain an understanding of the reality experienced by a group of LGBTIQ+ teachers in the Peruvian Regular Basic Education sector. The methodology employed was descriptive and involved interviews with 15 LGBTIQ+ teachers working in the regular basic education sector in Peru. The findings indicate a perception among LGBTIQ+ teachers that they often feel constrained to conceal their identity in workplaces, despite the absence of overt discrimination. Furthermore, there are concerns regarding the disclosure of their identity in educational contexts, with the potential for negative repercussions. The findings suggest that the transparency of LGBTIQ+ identities is perceived as selective and sensitive when interacting with students' families, reflecting concerns about potential stigmatization or prejudices. In conclusion, this study underscores the necessity for critical perspectives regarding the participation of the LGBTIQ+ community in Peruvian Basic Education, emphasizing the necessity for changes that would facilitate acceptance and ensure active participation of LGBTIQ+ teachers in the educational setting. [For the complete proceedings, see ED672804.]