This study investigates the learning engagement and learning styles among LGBTQ+ psychology students at Pamantasan ng Cabuyao. The research is framed by The Learning Pyramid, Engagement Theory of Learning, and Queer Pedagogical Theory to explore the behavioral, emotional, and cognitive aspects of engagement and their relationship with visual, auditory, and kinesthetic learning styles. 
A mixed-methods approach was employed, using quantitative surveys (n=152) and qualitative interviews (n=6). Spearman’s rho correlation was applied to analyze the relationship between engagement and learning styles, while thematic analysis was used for qualitative data. Results indicate that LGBTQ+ students show moderate to high learning engagement, with a preference for visual and kinesthetic learning methods. Themes emerging from interviews highlighted identity validation, faculty support, and preference for personalized learning as critical factors influencing engagement.
Findings suggest the need for inclusive teaching strategies, faculty training on diversity, and student support systems to enhance engagement. The study recommends further research on the intersectionality of LGBTQ+ identity and academic success.