This phenomenological qualitative study explored the lived experiences of queer undergraduate students as they interpreted and navigated various forms of support during the COVID-19 pandemic and associated social distancing measures. The global pandemic prompted institutions of higher education to transition to remote learning, disrupting traditional campus life and support systems. Queer students faced distinct challenges, including unsupportive home environments, limited access to resources, and heightened mental health stressors. Drawing on hermeneutic phenomenology, this study employed semi-structured interviews to gain comprehensive insights into participants' meaning-making around support mechanisms during this unprecedented time. The theoretical frameworks of minority stress theory and queer theory guided the analysis, illuminating how systemic oppression and heteronormativity shaped participants' realities. Five overarching themes emerged: mental health, community connection, university experiences, identity (non)disclosure and privacy, and identity development and representation. This study contributes to understanding how marginalized students navigated disruptions to established systems of support, advocating for more inclusive practices in higher education. The findings have implications for developing targeted resources and fostering equitable learning environments for queer students, particularly during periods of crisis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]