The purpose of this article is to clarify the discrepancy in the use of "queer" as a sexual identity classification in education survey research. This study extends the work completed by Dugan and Yurman (2011), who empirically demonstrated problems with treating LGB students as a homogenous population through collapsing all respondents into a single category in quantitative designs. Their findings point to statistically different outcomes among LGB students and advocate for testing to see if there are within-group differences prior to conducting analyses. In this study, the author further substantiates the differences between queer and LGB students found by previous scholars by empirically demonstrating the necessity of including "queer" as a sexual identity response option in survey design.