Abstract
Schools continue to present challenges for LGBTQ teachers by constraining the way that they can express their sexual and gender identities. Heterosexist and homonormative systems can be at play in the music classroom, especially, where gender and sexuality are often perceived in heightened ways. This review of literature captures the variety of ways that LGBTQ teachers handle balancing their identity as LGBTQ individuals and as educators. A brief overview of historical events impacting LGBTQ teachers in the U.S. is presented. Then, major themes from the literature are discussed: coming out in schools, homonormativity and gender expression for LGBTQ teachers, how choral music uses gendered ideas that impact LGBTQ teachers, and how queer joy and liberation can inform LGBTQ music teacher experiences. Suggestions for further research and professional support are included.