This study was an exploration of the life and career experiences of veteran LGBTQ educators who work or have worked at an identified Southeast Georgia public school district. Based on the National Survey of Educators’ Perceptions of School Climate, lesbian, gay, bisexual, transgender, and queer (LGBTQ) educators reported a negative school climate and feared harassment and termination if their LGBTQ status became known. To better understand the fears and strategies used by veteran LGBTQ educators living and working in Southeast Georgia, data collected came from a series of three interviews with five LGBTQ educators having more than five years of experience in the field of public education. The research approach was a qualitative case study with queer theory and the bioecological theory of school climate as theoretical frameworks. Data analysis consisting of memos, written narratives, and comparisons revealed distinct findings. First, veteran LGBTQ educators possessed a passion for education that reached back into their K-12 education. Second, fear of harassment by fellow faculty and community members eclipsed fear of termination or contract nonrenewal. Third, veteran LGBTQ educators at the identified school district used avoidance, accommodation, deflection, and reciprocity to manage their sexual orientation knowledge. Additionally, they separated themselves from the community, adapted gender performativity, and strove to outperform others as strategies to assure a successful career. Finally, LGBTQ educators wanted some degree of communication from administration accepting and protecting them from homophobic allegations by the community and discrimination from within the system. Keywords: LGBTQ, School Climate, Rural Conservatism, Homophobia, Workplace Discrimination, Sexual Orientation