There is a lack of qualitative research that has sought to uncover the lived experiences of students who identify as heterosexual/cisgender (i.e., non-LGBT) but have at least one parent who identifies as LGBQ. This phenomenological analysis aimed to uncover common themes for students who have gone through their educational journey with this identity. Social identity theory was used as the theoretical framework for this research. Nine college students from various higher education institutions across the United States were chosen to participate in this study through criterion and snowball sampling. Each participated in two semi-structured interviews and responded to open-ended questions that allowed for them to articulate their experiences from elementary school through college. Study findings include themes of: (1) More Challenging Early Stages, (2) Finding Support, (3) Opening Up, (4) Heightened Consciousness, (5) LGBTQ Affinity, and (6) Decreasing Significance. The themes that were uncovered are relevant for educators and administrators who come into contact with students at all levels of education. Findings also provide insight for LGBQ parents (and future parents) to better understand the potential realities for their children as they progress through school. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]