This dissertation is about the recollections of gay males' experiences in the educational system of Georgia. I used a phenomenological approach in order to focus on their shared lived experiences as gay men in Georgia schools and colleges. My goals for this study were to: (a) gain an understanding of the feelings and memories gay adolescents had about their educational experiences, (b) understand the roles that family and society have in shaping the experiences of gay adolescents, and (c) comprehend the effects of the Southern regional attitudes on the experiences of the gay teen. The participants of my study shared their experiences as high school students, and in some cases, as college students. In-depth interviews and email correspondence were my primary means of gathering information. I met with each person, conducted, and digitally recorded their interviews. I also made extensive memos about their facial expressions and body language during the interview so I could incorporate those data into the transcription. Seven people between the ages 18 and 25 were interviewed. The transcripts were studied and noted for common themes between the educational experiences. I focused on the areas of academic experiences, social experiences, family relationships, and emotional well-being. I then used the transcripts to construct personal profiles. Finally, I discussed my findings in the context of the related literature. During the formation of the profiles, I used my participants' common experiences to discover patterns and construct themes. The themes included: (a) bullying in the community and schools; (b) the influence of teachers and administrators; (c) the support system of school activities; (d) coping mechanisms; (e) family acceptance; (f) the role of religion; and (g) the influence of Southern culture. I discovered that there is still much to do in stopping the bullying of gay students in our schools. The major conclusions of my study are that we need to raise the awareness of teachers and administrators to the issues our gay students encounter in the Georgia school system and take measures to improve the educational experiences for gay teens in schools. I discovered that familial support is vital to the wellbeing of the gay adolescent and when this support is withheld or withdrawn, the effects can have equally negative consequences. I also concluded that the negative effects of the Southern values and ideals were not as pronounced in this generation of gay adolescents as in previous generations, although they are present.