In this MA thesis, educational institutions are viewed as social spaces which contribute in constructing queer Otherness by employing specific patterns in organizing everyday life. Relying on queer theories to elaborate the relation between gender and sexuality, as well as ideas of institutional ethnography, the research process approached educational experience of queer students as sources of knowledge of institutional relations and their contribution in constructing queer Otherness. Research was based on critical and institutional ethnography of experience of high school students and patterns of university everyday life in Zadar. Student experience is viewed as a result of translocal social relations and local relations which in turn holds a possibility of revealing the processes of constructing queer Otherness. Data analysis revealed two main patterns. Gender expressions of queer students are taken up as material expressions of non-normative sexualities which results in establishing negative visibility of queer students. Dichotomy of heterosexuality and homosexuality is further established by gender regulation through either approval or sanctions of non-normative gender expressions, sometimes by both physical and verbal violence. Furthermore, establishing heteronormativity is achieved by institutional agency in employing the public/private dichotomy. This may construct positions of great uncertainty for queer students. Signification of sexuality on the basis of gender expression is a process developed in the public everyday life. On the other hand, sanctioning student violence and establishing positive queer visibility are not included in institutional agency on the basis of queer identity and sexuality being a private and personal matter.