This systematic review of literature was conducted to understand: (1) acronym usage to define LGBTQ educators and curriculum; (2) theoretical frameworks and research designs of studies investigating LGBTQ educator perspectives; (3) the barriers, supports, and benefits identified by LGBTQ educators (i) in including LGBTQ topics into the curriculum; and (ii) regarding their disclosure decisions. Of the 12 studies reviewed, patterns emerged in the prevalence of Queer theory as a guiding theoretical lens, narrative and case study approaches to inform investigations into lived experiences, and cross-study concurrence around fear of disclosure and self-censorship. Recommendations for future research include streamlining inconsistencies in LGBTQ acronym definitions, diversifying samples away from predominantly White/Caucasian gay and lesbian educator samples, increasing transgender, queer, questioning and bisexual perspectives, and studying impacts of LGBTQ curricular inclusion.