This mixed methods study explores the experiences of gifted LGBTQ post-primary students in Ireland. The participant sample in this study is composed of current post-primary students and recent university students, who have been identified as gifted and attended a CTYI summer programme between 2017 and 2019. The quantitative data collection method was an online anonymous questionnaire, while the qualitative data collection methods were interviews and focus groups. Quantitative data is analysed to examine the frequency of negative remarks and language about LGBTQ people, the frequency of intervention by staff, students and the respondents themselves when this language occurs and the correlation between climate and intervention. A thematic analysis of the qualitative data was conducted, which identified common themes within the negative language used. Factors that influenced participants’ willingness to intervene in situations of negative language use were also explored. The transformative paradigm guides this study, which places central importance on the lives and experiences of marginalised communities, uses transformative theory to develop the inquiry approach and links results of social inquiry to action. The study also explores identity development for gifted LGBTQ post-primary students, including the experience of coming out, social and emotional development and peer relations. This study is the first to discuss the experiences of gifted LGBTQ young people in Ireland. 9