Identity matters to the way we teach and to the sorts of interactions we have with students, both in and out of the classroom. These interactions are shaped by the display of markers of difference—the central theoretical contribution of Kerschbaum’s Toward a New Rhetoric of Difference—as we work to present ourselves in ways that we hope our students (and others) will take up and recognize. This talk will first introduce markers of difference and how they work in everyday communication. It will then extend the concept of marking difference to explore interview data with disabled faculty members as they explain how they negotiate decisions to disclose (or not disclose) disability in the classroom. Such questions about identity and its uptake by others are not unique to disabled faculty, nor are they tangential or incidental to student learning and our pedagogical practice.