We found that students with disabilities were substantially more likely to identify as LGBTQ+ or nonbinary than their peers without disabilities. LGBTQ+ students with disabilities also reported more negative experiences in STEM, including being less likely to use accommodations or disclose their disability and feeling less comfortable on campus. These findings highlight the importance of considering intersecting identities in both research and educational practice, and suggest that supporting LGBTQ+ students will likely also benefit many students with disabilities. Congratulations to the team on this publication, including RISE researchers Riley Pizza, Danielle Pais, Katelyn Cooper, and Sara Brownell!