Gender identity significantly influences academic experiences, particularly in gender-sensitive fields like nursing. Despite growing awareness, limited studies have explored how gender-diverse identities affect nursing students’ academic performance and institutional interactions. This study aimed to examine how gender identity impacts the academic experiences, achievements, and interactions of Bachelor of Science in Nursing (BSN) students, and to identify supportive practices that enhance inclusivity and student success. A descriptive qualitative design was employed using validated open-ended questionnaires administered to 60 purposively selected students (30 male, 30 female) at Saint Gabriel College. Responses were analyzed using text network analysis to identify recurring themes, without focusing on demographic distinctions. Findings revealed that gender identity plays a complex role in shaping nursing students' academic journeys. Positive experiences were reported in inclusive environments, where students expressed feelings of empowerment, increased confidence, and strong peer or faculty support. Conversely, challenges such as misgendering, discrimination, and a lack of mentorship—particularly for non-binary or male students—negatively affected academic engagement. Key themes that emerged included the value of an inclusive curriculum, the importance of mentorship, institutional gaps in gender awareness, and the role of gender-aligned peer support in fostering academic success. The study concludes that gender identity significantly shapes the academic experiences of nursing students. To foster equitable academic environments, educational institutions must implement inclusive policies, provide gender sensitivity training, and establish tailored mentorship programs. Institutionalizing gender-inclusive practices, developing LGBTQ+-supportive frameworks, and offering safe spaces are essential to ensuring that all students thrive, regardless of gender identity.