Students in American schools who are lesbian, gay, bisexual, transgender, or queer (LGBTQ) report experiencing bullying and harassment due to their sexual orientation, gender expression or identity, or both. Also, students who are LGBTQ report not having access to curriculum that is inclusive of LGBTQ representations. Elementary school administrators, as the instructional leaders of their buildings, are in a critical position to ensure students have access to literacy instruction that is inclusive of individuals who are LGBTQ. This quantitative study sought to determine if a correlation existed between elementary school administrators' beliefs and levels of comfort in leading LGBTQ-inclusive literacy instruction, their perceptions of the barriers that impede leadership in this area, their actions and behaviors that support change for this group, and their sense of urgency in leading LGBTQ-inclusive literacy instruction at the elementary level by utilizing a survey instrument that captured elementary school administrators' perspectives on LGBTQ-inclusive literacy instruction. Furthermore, the study sought to reveal if there were statistically significant differences between groups based on demographic variables of school leaders and characteristics of their schools and administrators' beliefs and levels of comfort, perceived barriers, actions and behaviors, and sense of urgency in leading LGBTQ-inclusive literacy instruction at the elementary level. An analysis of the data indicated that a statistically significant correlation existed between administrators' beliefs and levels of comfort and their actions and behaviors that were facilitative of LGBTQ-inclusive literacy instruction. However, there was not a statistically significant correlation between leaders' perceived barriers and their actions and behaviors. Furthermore, statistically significant differences in regards to elementary school leaders' beliefs and levels of comfort, number of perceived barriers, actions and behaviors, and sense of urgency in leading LGBTQ-inclusive literacy instruction were found between groups based on administrators' level of training and professional development in LGBTQ topics and issues, their level of knowledge and skill in working with students who are LGBTQ, the number of students in a school, the presence of a district anti-harassment and bullying policy, LGBTQ-themed texts in the school's library/media center, and the presence of a district elementary curriculum that is LGBTQ-inclusive. [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.]