Every student has the right to a positive educational experience where they can learn and grow. However, preservice teachers who identify themselves as LGBTQ+ may find their schools hostile and unwelcoming. This case study aimed to understand the perspectives and experiences of five lesbian students enrolled in varied education degree programs from the three public higher education institutions in Leyte, Philippines. A researcher-made interview questionnaire was used to collect the data analyzed through content and thematic analysis. The findings revealed that most participants reached the age of puberty before they became aware of their sexual orientation. The findings also demonstrated that participants sexual orientation did not influence the degree program they decided to pursue although becoming a teacher was not part of their life game plan. In addition, some participants tend to have a passive approach amidst the negative experiences in school and were given the message that acceptance is reliant on adherence to certain university norms and stereotypes. The study recommends the creation of a learning environment that supports anti-oppressive education, thereby eradicating heteronormative prejudice.