The Southeastern U.S. is often a socially and politically conservative environment that can be challenging for lesbian, gay, bisexual, and queer (LGBQ) teachers in the classroom. Language teachers’ identities are central to language teaching and learning, wielding influence on pedagogical decisions (Fogle and Moser,.Journal of Language, Identity, & Education 16:65–79, 2017), yet LGBTQ-identified teachers’ identities and experiences have often been absent in research (Nelson,.Sexual identities in English language education, Routledge, 2009). This study utilized a queer theoretical perspective in analysis of interviews with ten lesbian, gay, bisexual, and queer (LGBQ) Spanish teachers from the Southeastern U.S. to examine their school/classroom experiences. Findings and implications address the intersectional nature of place, sexuality, and gender in language teaching and learning.