Exemplifying the unwritten curriculum of working in higher education, LGBTQ+ professionals in housing and residence life do not receive a manual on what to anticipate in their professional roles regarding the consideration of their identities within a new institutional culture. Many professionals enter housing and residence life as their entry point into the profession, without guidance or trust from LGBTQ+ peers, supervisors, or role models who can share examples of what they might expect to encounter (Johnson, 2009; Robinson & Seyforth, 2016; Smith, 2013). Whether creating safer spaces, coming out to colleagues, managing levels of safety, experiencing threats and microaggressions, or addressing the treatment of their live-in partners, 10 LGBTQ+ professionals shared obstacles and considerations for housing and residence life colleagues and departments. This study illuminates experiences that current and future generations of LGBTQ+ professionals in housing and residence life may encounter during their roles. In being unapologetically authentic, these professionals showcase their LGBTQ+ identities not as deficits or limitations but rather as key strengths with the power to change students' lives, colleagues' lives, and their institutions of higher education.