This paper examined the self-disclosures of students about sexual abuse and assault in a university classroom. These self disclosures were secrets that prevented students from knowing and understanding their deeper selves. We described the structure of a university classroom that encouraged the revelation of secrets in the classroom. The self reported feelings of the seven individuals who revealed secrets, as well as interviews and web posts about the consequences for each individual were the basis of this paper. The classroom factors that facilitated disclosure along with positive benefits of disclosure were discussed.