Regardless of whether or how one discloses personal information to one's students, the process is often difficult. This article compares the authors' decisions about and experiences around identity disclosure in the classroom to some of her colleagues' approaches. She explains the concept of strategic disclosure, the revelation of identity based on context rather than predetermined decisions. All of the various approaches mentioned here, and the discussion of them, benefit from and grow out of innovative pedagogical approaches, especially critical, queer, and performative pedagogies, that have developed in the last twenty years. By detailing a number of pedagogical options, the author hopes that instructors find ways of presenting themselves in the classroom without sacrificing their well-being in the process.