Lesbian, gay, bisexual, transgender, queer, and other (LGBTQ+) students face a higher risk than their cisgender, heterosexual peers of experiencing symptoms of poor sexual health, poor mental health, and sexual violence. Despite this, LGBTQ+ students have been consistently denied formalized sex education in their K-12 schools that is relevant to their identities and experiences. Overall, this denial creates a need for comprehensive sex education in college designed to meet the needs of the LGBTQ+ student population.Given the rise of online learning and that LGBTQ+ students are already drawn to online spaces, this thesis will examine preferences in virtual queer sexuality education content and delivery for LGBTQ+ college students. This thesis utilizes data collected via an electronic survey with college students in the US who identified as LGBTQ+ (N=91) with closed and open-ended questions seeking to understand past experiences with sex education, desires for future sex education, and preferences for online learning. Open ended responses are analyzed with thematic analyses through a queer theoretical framework and bivariate descriptive statistics are used for closed-ended items. Themes of past sex education, resources used, consequences, and online education were examined, as well as differences in experience and preference between LGBTQ+ groups