There is a rich number of gender studies about equality, identity, roles, and lived experiences. However, there are scarce studies that tackle lived experiences of Filipino gay high school teachers in the Philippine setting with an emphasis on social anxiety, an anxiety disorder that disrupts communication skills. The context of this study centers on the six Filipino gay teachers who have taught at least three years in a dominantly Christian society where stereotypes against heterosexuality are pervasive. This study seeks to address that gap and intends to explore the struggles, coping strategies, and perceptions of gay high school teachers. Following the one-on-one interview, thematic analysis was used to interpret the narratives of the participants who are selected based on the criteria that the researchers constructed. The narrative shows that the teachers were discriminated against since childhood because of their sexual orientation yet they eventually gained a sense of self-worth after landing a job in local schools. The findings of the study imply that gay teachers struggle against discrimination, but they employ coping mechanisms to be able to adjust to hostile circumstances and avoid social anxiety. In conclusion, the study yields six master themes, namely hasty judgment, gay language, the resiliency of gay teachers, coping mechanisms, the teaching profession, and the support networks. Implications for future research are explored and provided.