A variety of pre-college experiences shape students' expectations for college. These experiences, and corresponding expectations, provide valuable insights for postsecondary programming and support serving first-year students. This article begins with an overview of literature on the experiences of LGBTQ+ students in K-12 settings, including stages of identity development and challenges to LGBTQ+ inclusion in both K-12 curricula and climate. Inspired by a desire for campuses to uphold proactive philosophies for student support, we feature findings from the Beginning College Survey of Student Engagement, an assessment project focused on collecting information about incoming college students' high school experiences and expectations for college. With these data, we examined the expectations of LGBTQ+ students including how often they expect to interact with diverse others, their concerns about maintaining mental health, and anticipated difficulties integrating socially. Implications for these results focus on what postsecondary faculty and staff involved in first-year experiences should keep in mind regarding the experiences and expectations of incoming LGBTQ+ students, as well as considerations for K-12 practitioners looking to support LGBTQ+ students as they transition to college.