Classrooms on college campuses reflect the heteronormative assumptions of society which leaves queer students to navigate learning in a mostly heterosexual and cisgender world. This can influence students' ability to see themselves reflected in course content and it can negatively impact interactions with faculty and peers. Despite research in higher education on campus climate experiences, there is a lack of information focusing specifically on classroom settings and graduate students. Additionally, many resources to support queer students are often created for on-campus and undergraduate students, potentially leaving graduate students with fewer resources to support their needs. This narrative study examined the experiences of queer graduate students as they relate to navigating mostly heteronormative learning spaces. Using semi-structured interviews and participant written reflections, this qualitative study used narrative inquiry to highlight the stories of graduate student experiences with classroom climate, including interactions with faculty, interactions with peers, and curricula. The findings from this study include four themes of the participants' experiences: (1) heteronormative and cisnormative assumptions, (2) safety, (3) intersecting identities, and (4) navigating institutions. There were also three subthemes: (1) correcting assumptions, (2) identity disclosure, and (3) advocacy. Insights gained from this research reveal that there are improvements needed to better support queer graduate students in classrooms. Graduate students have a unique role in the ecosystem of universities and often serve in a student and professional capacity leading to high-stakes interactions. In this study, participants shared that class peers were often advocates and were responsive to corrections, but faculty and institutions often played a role in reinforcing normative perspectives. Additionally, course curricula consistently failed to include queer perspectives, research, authors, or considerations for research inclusive of queer identities. Implications of this study discuss the need for faculty to support psychological safety in the classroom, evaluate and update course content, and participate in reflective practice to critically analyze their teaching approaches. This study also shares the need for institutions to operationalize policies related to gender identity and deconstruct campus silos. Lastly, this study shares the need for future research examining the role of intersecting identities with queer identities and the impact of the current political climate on queer students in higher education. [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.]