Context: There is a prominent need to include high-quality educational content within professional athletic training programs relevant to the unique needs of lesbian, gay, bisexual, transgender, intersex, and asexual (LGBTQIA+) patients. Although the Commission on Accreditation of Athletic Training Standards for Professional Programs details the requirement for diversity, equity, inclusion, and social justice education (DEI 1 and 2), there is no specific requirement to include LGBTQIA+ content within the curriculum. Objective: To detail a cased-based learning strategy to implement LGBTQIA+ content related to the social determinants of health within the curriculum. Background: Athletic trainers and other healthcare professions have reported a lack in educational opportunities that would prepare them to competently provide care to LGBTQIA+ patients. Description: This case scenario, and associated discussion and debrief questions, explores the intersection of minority stress and social determinants of health that negatively affect the health and well-being of an LGBTQIA+ patient, particularly in the secondary school setting. Educational Advantages: Integrating active learning strategies allows students to engage in active thinking, group discussion, and clinical decision-making that prepare them better for clinical practice than passive learning strategies. Conclusion: Intentional inclusion of LGBTQIA+ content within the curriculum will better prepare students to provide culturally competent care to LGBTQIA+ patients while fostering cultural humility.