The NSF’s Secure and Trustworthy Cyberspace (SaTC) education directive emphasizes evidence-based practices to promote a robust, diverse, and inclusive cybersecurity workforce. This study aligns with this directive by exploring equity issues in online/hybrid cybersecurity learning environments. Guided by pedagogical frameworks and critical theory, this study focused on cybersecurity students, particularly individuals with multiple marginalized identities, self-reported classroom experiences. Findings highlighted the perceived benefit of inclusive practices, such as group assignments and interactions with knowledgeable figures of similar identities. This study underscores the importance of investigating cybersecurity education praxis and learner experiences jointly to create supportive and equitable learning environments.