This study examined how lesbian and gay student affairs professionals negotiate their sexual identity within the institutional culture and professional responsibilities at small colleges and universities (SCUs). Nineteen individuals participated in semistructured interviews. Using the concept of theoretical bricolage (Kincheloe, 2005; Kincheloe, McLaren, & Steinberg, 2011), this study paired interpretivism and critical theory to explore how power mediated disclosure of sexual identity, enactment of identity, and assumed roles and responsibilities for participants. In general, participants' disclosure and enactment of sexual identity was carefully constructed. The participants discussed assuming many informal responsibilities regarding the support, education, and advocacy of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students and organizations. These other duties were not part of formal job descriptions but rather assumed out personal interest, commitment to LGBTQ issues, and in response to a vacuum of support for LGBTQ students and issues. Recommendations to create more inclusive work and campus environments are provided.