This research portrays a personal journey of a middle school language arts teacher working with LGBTQ+ students. Using autoethnography as the method, this study interprets personal narratives about the researcher’s adolescent identity development in connection with current culturally relevant teaching practices, specifically for LGBTQ+ students. As the subject of my own study, I focused on the relationships and cultural immersion experiences of my personal identity development. This qualitative research method invites the reader to gain insight into the subculture of this study through the experiences of the author. Perspective, being a root of the study, is unique to the author as well as the reader. Through this autoethnography, the reader is able to gain insight into the formation of a classroom teacher’s identity that shape attitudes and practices within the classroom. This study represents the seeds planted to grow the tree that fosters a culturally sustained classroom.