Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ) students in public education are challenged with the detrimental effects of homophobic harassment. The purpose of this qualitative phenomenological study was to understand the perceptions and lived experiences of former GLBTQ high school students and their experiences with school personnel regarding fostering a safe, inclusive, and tolerant school environment. The problem is that a lack of institutional support exists for students self-identified or perceived as GLBTQ in public education. This qualitative method included an open-ended, web-based survey provided by SurveyMonkey of 14 high school GLBTQ graduates between the ages of 18 and 21. The following six themes emerged from the study: perceptions and lived experiences regarding a safe school environment and the interactions with school personnel and peers, coping mechanisms, the disclosure process, potential academic endeavors and continuing education beyond high school, quality of institutional support, and recommendations to improve the quality of institutional support for GLBTQ high school students. The themes were essential to the understanding of the participants' perceptions and lived experiences concerning homophobia in public education. Findings from the study supported the literature and the quality of institutional support exhibited by school personnel and peers. Recommendations are made for educational leaders and educators. Discoveries resulting from this study provide important information to stakeholders in public education attempting to provide institutional support for GLBTQ students in the school environment. [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.]