This article describes a qualitative study of faculty members' personal versus academic identities based on interviews with 31 self-identified social work faculty members of diverse groups. Participants were recruited with consideration of the following: gender, gender identity and expression, sexual orientation, race, ethnicity, or religion, to explore the impact of connecting vs. separating one's academic and personal identity. Data were collected using direct scribing which allows the researcher and participant to collaborate in the interview process. Social work faculty reported their experiences with identity management as it relates to interactions with students, colleagues, and administrators alike, as well as how it influences their teaching and research. Implications for social work education and the academy are considered.