This collective case study examined the experiences of four African American gay band students attending historically Black colleges or universities (HCBUs) in the southern United States. This study explored influences that shaped the participants' identities as they negotiated numerous complex sociocultural discourses pervasive and challenging to gay African American band students. Utilizing participative inquiry, participants were asked to read, reflect on, and respond to historical and current research literature concerning the schooling experiences of Black students. Their responses were analyzed within a multifaceted theoretical framework, including poststructual theory, critical race theory, critical theory, and lesbian, gay, bisexual, transgender, queer, or questioning (LGBT2Q) studies. Present throughout the participants' descriptions was an ever-evolving and renegotiated gay African American identity within the HBCU band setting. Findings indicate that the construction of an African American gay male identity within an HBCU band setting was a source of tremendous consternation concurrent with positive experiences of acceptance and community. Numerous implications for music educators in K-12 settings are provided, including recognizing and stemming bullying and harassment in classroom settings. (Contains 1 figure.)