Although prior research has indicated a relationship between educational climate and educational outcomes, there is a lack of research in this area in adult literacy programs. The purpose of this qualitative case study was to assess the actual and perceived educational climate for lesbian, gay, bisexual, and transsexual (LGBT) students at an adult literacy program. Interview data from four heterosexual students, five LGBT students, and three heterosexual teachers were thematically analyzed. Students perceived the educational climate to be one of both comfort and discomfort, and teachers perceived it to be one of only discomfort for LGBT students. Sources of discomfort were twofold: implicit through lack of acceptance and silencing in the curricula, and explicit through actual and perceived harassment. Multiple implications for adult literacy educators and researchers are discussed.