During the 2013-2014 academic year, we served on a faculty learning community exploring issues facing students identifying as Lesbian, Gay, Bisexual, Transgendered, Intersex, or Queer (LGBTIQ). Through collected testimonies from LGBTIQ friends and colleagues, we noted a nexus between LGBTIQ status and creativity. Many LGBTIQ colleagues had received gifted education in K-12 or were otherwise identified with athletic excellence, intellectual giftedness, or superlative performance in the fine arts. We then consulted the research literature about gifted LGBTIQ individuals to provide guidance to colleagues and parents involved in gifted and talented education. Gifted educators and advocates are uniquely positioned to help students synthesize balanced, healthy gifted, talented, creative (GTC) LGBTIQ identities. Initially, we discuss how GTC identity intersects with co-identification as LGBTIQ. Subsequently, we show how school climate affects the academic performance and socioemotional development of GTC and LGBTIQ students, with an emphasis on issues of particular interest to gifted educators. In the final section, we summarize findings, propose a research agenda, and offer specific recommendations for dealing with sexual orientation/gender identity issues facing GTC students. A theme running through the review relates to helping children and young adults develop healthy self-identities by teaching them how to use their gifts and talents to integrate in a society frequently hostile to LGBTIQ and occasionally to young people identified as GTC. In the spirit of forthrightness in addressing identity, author Wexelbaum identifies as a GTC cisgender lesbian (who received gifted and talented services from elementary through high school) and author Hoover identifies as a cisgender heterosexual male.