Understanding the intersectional experiences of autistic trans and non-binary students in educational settings is crucial for fostering inclusive and supportive environments. Research indicates a significant portion of the autistic community and the trans and non-binary community in Ireland feel excluded within educational contexts. However, no previous Irish study has focused on the intersection of both identities and how this impacts young people’s experiences within educational contexts. This study investigates and foregrounds the lived educational experiences of autistic trans and non-binary students in the Republic of Ireland (RoI). Positioned within a qualitative phenomenological participatory paradigm, four participants who are autistic and gender-diverse were recruited to participate in the study. In depth semi-structured interviews were used to explore participants’ experiences. Data collection, interpretation and analysis were guided by an anti-oppressive framework (Ocean et al., 2022), which centred Interpretative Phenomenological Analysis (IPA) and concepts from Critical Autism Studies (CAS), Queer Theory (QT) and intersectionality. This framework supported the exploration of the complex dynamics of culture, power, identity, inclusion, exclusion, belonging, and flourishing which shaped participants’ experiences within school environments. The study’s findings underscore the importance of recognising and challenging the ableist and transphobic norms that underpin the structures, policies and practices of education contexts. Comprehensive changes at all three levels are needed to ensure that students feel safe, supported, visible, included, and respected in these contexts. This study contributes to educational discourse by amplifying the voices of trans and non- binary autistic people and reporting their experiences within educational contexts. Participants in sharing their experiences provide important insights into how educational contexts can be made more equitable, inclusive, and supportive. Recommendations from the study include robust anti-bullying policies with a specific focus on transphobia and ableism, curricular changes to increase the visibility of both trans and autistic identity, the provision of training for management, staff and peers and a commitment to move away from tokenistic approaches and meaningfully and authentically include student voice in both support plans. This study serves as a foundational step toward greater understanding, and inclusivity of autistic trans and non-binary people in educational contexts.