This book chapter explores the intersection of personal identity and teaching in higher education. Taking the narratives of the two authors as an entry point, the chapter delves into the emotional labor and challenges faced by faculty who feel inclined or obliged to disclose their lived experiences to enhance learning in emotionally charged subjects in post-secondary settings. The chapter draws heavily from the literature on equity, diversity, decolonization, and inclusion (EDDI) in higher education, emphasizing the disproportionate emotional labor borne by faculty of color, particularly women. It explores the benefits and risks of faculty sharing personal stories, stressing the need for careful consideration of the timing and context of such disclosures. The authors present their research project, which investigates how faculty identity shapes teaching philosophies for emotionally complex topics and considers the inherent risks and rewards associated with these types of disclosures. Preliminary findings suggest strategies such as co-teaching, interdisciplinary partnerships, and creating communities of practice to mitigate the emotional toll on faculty. The chapter concludes by recognizing the positive trend of hiring diverse faculty while underscoring the necessity of support systems to manage the increased emotional labor without compromising faculty well-being.