While it is widely recognized that campus climate can have a profound impact on students' academic performance, mental/behavioral health, and character development, campus is not experienced equally across identity groups. For lesbian, gay, bisexual, transgender, queer, questioning, and asexual (LGBTQA) students, campus often includes added stressors, which can make college more difficult than for the average student and may negatively influence mental/behavioral health outcomes. In this article, the authors explore ways to improve campus climate as a protective factor for LGBTQA students by presenting a statewide program in Arizona with this goal. The program will be discussed within the context of addressing LGBTQA experiences in college to promote well-being.