The purpose of this study was to collaborate with School-Based Agriscience Education (SBAE) teachers who identify as LGBTQ+ to examine the unique interactions between their chosen career and their sexual and/or gender minority identities. This phenomenology utilized queer theory to analyze data from semi-structured interviews with individuals who had taught at least one year in the SBAE classroom, identified as LGBTQ+, and were employed to teach SBAE or professionally supervise an SBAE teacher. Participants consisted of six gay men, one lesbian woman, and one transgender man from eight different states across the U.S. Findings indicated three themes: 1) the three-hurdle race from closeted to proud, 2) Taking the elevator to avoid the "state" SBAE level, and 3) Affirmation and representation -- the importance of being out. While the findings in this study are not generalizable, we begin to uncover the challenges that LGBTQ+ SBAE teachers face. Findings from this study have the potential to inform policy and culture reform to create more inclusive and equitable spaces for SBAE teachers from underserved communities. Of note, individual state SBAE associations should be prompt in assessing these issues since these spaces have been identified by participants as particularly egregious when it comes to a lack of inclusion.