Gender Sexuality Alliances (GSAs) are an important vehicle for engaging queer youth in Canadian high schools. GSAs present a useful entry point for queer pedagogy and can counter heteronormative discourse in schools. The literature shows that GSAs are an important tool for building resilience in queer youth. However, few studies have been undertaken that examine the work and impact of GSAs from the perspective of both queer theory and resilience theory. Drawing on queer theory and resilience theory, this case study examines the experiences of three Manitoba high school students in order to examine how queer theory and resilience theory speak to each other in the context of GSAs in Manitoba secondary schools. This research project addresses the following main research questions: 1) How do student experiences of GSAs align with both queer theory and resilience theory? 2) How do students who participate in GSAs perceive their resilience? Interviews showed that participants experienced their GSAs as spaces where they could safely socialize and explore their identity, but did not engage in broader educative or advocacy activities. These findings point to implications and recommendations for GSA advisors and school administrators in order to help GSAs better serve queer youth in secondary schools.