The purpose of the current investigation is to examine the self-reported messages and behaviors teachers enact to demonstrate their (in)authentic selves to students. Using a thematic analysis of open-ended survey responses from 51 collegiate instructors, results indicate that teachers demonstrate authenticity through "openness" and "a growth mindset." Further, instructors were motivated to be authentic for four reasons: "modeling humility," "connection," "student empowerment," and "bringing course concepts to life." Instructors in the study were also asked about inauthentic communication, and revealed three behaviors they enact in this regard: "strategic ambiguity," "dishonesty," and "displays of negative affect." Inauthentic communication was largely employed to "maintain professionalism" or because the instructor was "uncomfortable" with authentic communication on a given topic. The analysis also revealed a series of instructor outcomes for both authentic and inauthentic communication with students.