Research has indicated that heteronormativity in ESOL classrooms may prevent lesbian, gay, bisexual, transgender, or queer (LGBTQ+) students from producing meaningful language output and negotiating their identities in new social contexts (e.g., Liddicoat, 2009). This study aimed to understand (a) how LGBTQ+ students perceive the framing of sexual diversity in classrooms and (b) the subsequent effects on their language and identity development. Qualitative interviews with 4 LGBTQ+ former ESOL learners in the San Francisco Bay Area were conducted and thematically coded. Results indicated that the strong desire for professional advancement dovetailed with the desire to affirm an LGBTQ+ identity, yet the ESOL classroom provided few opportunities to construct an LGBTQ+ identity. However, expertly facilitated LGBTQ+ content provided numerous benefits to learners. Teachers should reframe classroom discussions to be maximally inclusive and should choose an approach to discussing LGBTQ+ content that allows students to empower themselves.