Diversity and equity are stated priority areas across the field of mathematics education, from the ivory towers of the academy, across teacher education programs, to school districts, schools, and individual classrooms. The talk surrounding diversity and equity is usually framed around categories of race, cultural background, language, disability status, sex, or socioeconomic status, mostly one category at a time. In general, sexual orientation and gender identity remain largely absent from these discussions. This article looks more closely at the connection of gender and sexual identity with the teaching and learning of mathematics.