This dissertation explored the experiences of cisgender, gay male academic advisors in higher education. Using participant-generated photo elicitation and narrative interviews with 10 participants, the study revealed gay academic advisors were forced to negotiate their sexual identity in higher education. Through their negotiation, academic advisors were caught in a heteronormative environment that was less supportive of gay men than straight employees. Although sexuality was a key component of participants' work identities, some still questioned being wanted or supported, putting into question the supportive environment of higher education. This study has significant implications for institutions of higher education and institutional leadership. The findings revealed higher education tends to provide a false narrative of being inclusive, suggesting all individuals are supported, no matter their identity. At their higher education institution, gay academic advisors felt the need to alter their identity, be selective with whom they shared their identity, and experienced prejudice through negative political rhetoric. Finally, the study expanded Dillon et al.'s (2011) sexual identity unifying model, integrating the unique nuances experienced by gay male advisors. Findings from the study were all part of participants' abilities to experience multiple stages of the coming-out process concurrently, based on where they were with their sexual identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]