LGBTQ+ identities complicate the ways in which #OwnVoices can be deployed in literary analysis and author studies. Recognizing LGBTQ+ identities in literature is about more than just the text; it is about the visibility and success of LGBTQ+ authors as well. Through a discussion of reader response theory and politics of recognition, the author argues for a greater emphasis on centering LGBTQ+ voices in literature studies in K-8 classrooms. Ultimately, the author hopes to share some ways in which educators can utilize queer theory and the politics of recognition to create classroom spaces and learning environments that raise up the voices and lives of LGBTQ+ readers and authors.