The cisheteropatriarchal climate of STEM education shapes oppressive experiences for queer and trans* (QT) students majoring in the sciences. Intersectionality of STEM experiences for QT students of color is missing in the literature. Thus, it has been unexplored how undergraduate STEM as a racialized space shapes variation in experiences among QT students. Such intersectional analyses are especially necessary in mathematics -- a discipline socially constructed as 'neutral' despite being a gatekeeper to STEM degrees for historically marginalized groups. To address this area of needed research, this paper presents findings from an analysis of undergraduate Latin* QT students' intersectionality of mathematics experiences as STEM majors with a focus on peer relationships. I conclude with implications for research and practice to disrupt mathematics education as white, cisheteropatriarchal space. [For the complete proceedings, see ED630210.]