Utilizing oppression as a conceptual framework, this article explores themes that emerged from qualitative research using epistemological bricolage on data from five graduate assistants who served as the sole institutional contact for LGBTQ+ student services. Of particular attention was the influence of these students' multiple social identities on their 10 direct work experiences, the graduate assistant role itself, perceptions of institutional visibility of LGBTQ work, and implications of oppression on practice.