This chapter examines how Chinese queer women engage with multilingual queer media as a form of informal mental health education in contexts where institutional support, official curricula, and relevant psychological services remain limited or inaccessible. By focusing on Carol (2015) and Saving Face (2004), it argues that learning occurs not only through formal instruction, but also through affective, mediated, and peer-based practices of interpretation. Drawing on queer theory, translingual practice, and minority stress research, the chapter conceptualizes multilingual media reception as a pedagogical process and impactful learning and self-educating experience. Through translation, viewers create meaning and recognition where none is formally offered. Subtitles become not just tools for comprehension, but a medium for emotions, connection, and care. Based on digital ethnography and close reading of selected films, this chapter shows how queer media reception in all its fragmented, multilingual, and deeply personal forms offers Chinese queer women a fragile but vital way to imagine themselves otherwise. In doing so, the chapter contributes to rethinking where education takes place and what it enables under conditions of social and cultural marginalization.