Although recent trends in educational research have addressed the educational plight of LGBT [lesbian, gay, bi-sexual, transgender, and queer/questioning] students, a dearth of literature exists about the subpopulation of LGBT youth with disabilities, namely those with verified emotional-behavior disorders (EBDs). Discussions throughout what literature does exist, and as recapped in this article, point to a connection between EBD and LGBT status that often exists. One specific component missing in this discourse has been special education teachers' perceptions and responses to their EBD students who have a concurrent LGBT identity. The present study was an initial attempt to partially fulfill the void with the involvement of nine special education teachers in a multiple case study about the topic that has otherwise not appeared in the literature. Findings revealed that these teachers had little to no professional development relative to the topic, but strive to not treat their LGBT special education students differently than non-LGBT students. Furthermore, they reported their predication that their LGBT students consider their special education status to be more of a stigma than their sexual orientation. Reflections about the research study are provided.