Many schools are taking action to become inclusive of gender and sexual diversity, however, lesbian, gay, bisexual, transgender and queer teachers (LGBTQ) continue to exist at the margins of both schools and research. This study reports on interviews with a group of self-identifying LGB teachers in England. Subsequent thematic analysis examined the subject positions that are available, particularly around being 'out' (or not) in school. Findings suggest that LGB teachers take on complex identity work to maintain their status both as LGB and as exemplary teachers. For many, their desire was to become 'authentic' LGB teachers, which for them involved being out in school. However, this is arduous work for people who can be too easily positioned as 'failing'. There are ways to navigate this, which principally involve becoming the agent of dominant discourses rather than their subject. Overall, there is pressure on the LGB teacher to exist, not because it is a discrete identity, but because of its marked absence from dominant discourses in schools. This is particularly relevant to the neoliberal context in which teachers are caught between performances of heteronormativity and diversity, and where sexuality is intimately related to authenticity.