Traditionally, in the classroom, teachers often spend considerably more time talking than their students. While a good portion of this time is spent by the teacher covering course content, teachers also talk about themselves, tell stories, and share their personal beliefs (Nussbaum, Comadena, & Holladay, 1987). When these behaviors occur, teachers are engaging in self-disclosure. This article examines the research conducted on teacher self-disclosure and offers suggestions on how teachers can use self-disclosure effectively in the classroom. A list of references and suggested readings is included.