This study seeks to explore social representations and attitudes of university teachers in relation to sexual diversity. The study has a qualitative approach through content analysis. The research was collected through 62 critical incidents with university professors, with at least one year of experience in undergraduate teaching, in five universities located in the northern macro zone of Chile. The results highlight that there are teachers who take on three different types of roles when faced with situations of gender diversity.. Some are in favour of the inclusion of the sexual minority community, others are more like external observers and a third group, with little interest in inclusion, practice for the students belonging to sexual minorities, within the diversity of the university classrooms. Many teachers tend to contain and compensate for the scarce support that sexually diverse young people have within their families. Teachers demand more training than they currently have in order to be able to carry out adequate interventions in the classroom. Finally, the number of feelings and emotions described by teachers in the face of events and experiences related to sexual diversity in their university institutions is highly significant.