This study aimed to examine LGBTQ+ students' perspectives on school safety using their own experiences and voices because most research relies on survey data that limits LGBTQ+ student voices. This qualitative study conducted a focus group interview with eight participants to better understand their perspectives on school safety. Through the semi-structured group interview, three themes emerged from the data: Feeling Connected to School, Protection at School, and Feeling Seen and Accepted. Participants' responses were commensurate with current literature, stating that they experience victimization and unequal consequences at school based on their gender identity or sexual orientation. The role of teachers and administrators was found to impact LGTGQ+ students' perspectives on school climate with the participants indicating they want more protections in place at school against victimization and harassment and having close connections with teachers was seen as a contributor to positive perspectives on school climate. Interestingly, this study found GSA clubs and policies forbidding anti-LGBTQ+ harassment was not enough to create safer more positive schools for LGBTQ+ students. Future research should be conducted using qualitative methods with LGBTQ+ students to further add to the literature on LGBTQ+ students' perspectives on school climate and broaden the scope to include metro and rural areas that may provide different insights and barriers than were found in this research. [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.]