Researcher-based efforts to protect participant identity are common in qualitative research. Most Institutional Review Boards expect statements regarding researchers' plans to protect participants' privacy, often including assigning participant pseudonyms. These confidentiality practices are ubiquitous in qualitative scholarship, yet relatively unexamined. Drawing on Barad's discussions of queer intra-action, this paper explores the implications of a U.S. Southeast-based K-12 educator's efforts to participate in a research project as an LGBTQ + teacher ally, when such discussions put her and those she discussed at substantial personal and professional risk. Based primarily on two interviews, during which the participant explicitly examined, and sometimes rejected, the researcher's efforts at achieving participant confidentiality, this paper centers the participant, her perspectives, and her needs as we explore the importance of an overt and iterative participant confidentiality process in qualitative research.