During the 2014-2015 academic year, the authors conducted roundtables related to queer identity in the English for Speakers of Other Languages (ESOL) classroom at Oregon Teachers of English to Speakers of Other Languages (ORTESOL's) fall and spring conferences and at an in-service day at Portland State University's Intensive English Language Program. The authors centered conversations on one question: How are teachers addressing sexual diversity in their adult ESOL classrooms? Participant responses were as thoughtful as they were multifaceted, a reflection of how complex the issue still is. While predominantly sympathetic, roundtable participants--queer and ally alike--expressed a variety of perspectives toward the topic, ranging from avoidance to activism. Strategies for addressing sexual diversity in the ESOL classroom fell along a similar spectrum. In this article, the authors present their summary of recommendations from the roundtable participants. Even as systemic change must be sought at the institutional level, these recommendations represent the first steps a teacher can take in their classroom to respect the sexual diversity of their students and to address homophobic notions and actions.