This is a study of the activist identity trajectories and the experiences of four school counselors notably engaged in activism for LGBTQ++ students. Using arts-based narrative inquiry, a series of two interviews were completed with each participant. Three research questions informed this study: a) What is salient in shaping the participants' activist identities with regard to the LGBTQ++ community?, b) In what ways are school counselors activists for and with LGBTQ++ students?, and c) What motivates and sustains school counselors' social justice efforts? Data analysis was guided by empirical-phenomenological psychology and the theoretical framework, critical social theory, to present findings in three forms -- case synopses crafted from the participant's interviews in order to contextualize findings, illustrated narratives that highlight commonalities, and a visual collage. The results of this study highlight three commonalities among participant data: a) Identifying with the LGBTQ++ community, b) Pattern of recognizing oppression and working towards change, and c) Education as a form of activism. Implications, limitations, and suggestions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]