Abstract: In this article, the author discusses a qualitative research study that examined southern gay male teachers’ beliefs about the intersectionality of sexuality, gender identity, and pedagogy in secondary classrooms. For this discussion, three important themes emerged from the data analysis: instruction, identity, and inclusivity. The study utilized individual unstructured interviews, unstructured focus group interviews, classroom observations with field notes, and a research journal. The findings offer suggestions for teacher preparation programs to consider when preparing teacher candidates for the profession
