LGBT students continue to be vastly invisible in the international higher education literature and often face hostile learning environments, both in the classroom and in the larger university environment. This study follows a narrative inquiry approach to explore and document the experiences of "tongzhi"--the most widely embraced identity label among individuals romantically and sexually attracted to people of their same gender in contemporary Chinese societies--students in Mainland China. We interviewed six male university students who identify as "tongzhi" in order to understand their educational experience, the learning environments they experience in the classroom, and their interactions with the academic staff. Despite very different individual narratives, the findings reveal a resilient student population and a strategic approach to managing complex relationships and navigating self-disclosure. We offer recommendations for future research and for practitioners invested in promoting inclusive learning environments for all students.