Sex education can be heteronormative (e.g., assuming all students are heterosexual), which marginalizes sexual minorities (e.g., lesbian, gay, and bisexual individuals) by not exploring their identities and safe sex practices. However, research has rarely explored the experiences of transgender (trans) individuals in sex education, even though much of the current curricula is cisnormative by ignoring trans identities and assuming all students are cisgender. Qualitative interviews were conducted with trans individuals (N = 11) regarding their experiences with sex education using a grounded theory approach. Participants described sex education as being heteronormative and cisnormative, providing insufficient information about trans individuals and experiences. They left the classroom with an ignorance of trans identities, insufficient applied sexual health knowledge, and delayed understanding of their identity. Participants reported being unprepared for sexual encounters, with some describing negative and nonconsensual encounters. To become more knowledgeable, they sought out information through friends, organizations, higher education, research, and media. Participants advocated for inclusive sex education, which would include all identities and provide sufficient information. They argued that trans-inclusive sex education could contribute to earlier identification, increased normalization, and less bullying. Further, they stated that decreased gender dysphoria, improved sex, understanding of consent, and positive health outcomes would also be likely.