Academic disciplines are important contexts for lesbian, gay, bisexual, trans, and queer (LGBTQ) students' experiences and greatly affect their collegiate journeys (Garvey & Dolan, 2021). Yet, LGBTQ students must often navigate hostile learning environments where they may be silenced, tokenized, or underrepresented in curricula (Atteberry-Ash et al., 2019; Forbes, 2020; Garvey et al., 2015). Negative classroom environments can lead to disengagement (Woodford & Kulick, 2015), reduced health and wellness (Cech & Rothwell, 2018), and a higher likelihood of leaving campus among LGBTQ collegians (Tetreault et al., 2013). Conversely, positive relationships with faculty promote academic and social integration (Woodford & Kulick, 2015) and make LGBTQ students feel validated and supported (Linley et al., 2016). Given the vastly different learning environments across academic disciplines, including faculty representation, pedagogy, and content, there is a pressing need to understand how LGBTQ undergraduate students may experience campus climate differently across college majors (Forbes, 2020; Ueno et al., 2023). Yet, researchers have not extensively examined how LGBTQ students may experience campus-wide environmental influences differently depending on their academic disciplines. As such, the purpose of this study is to explore the relationships among college majors, academic environments, and perceptions of campus climate for LGBTQ students. The intended audience is primarily campus administrators, given their positional and political power to enact positive systemic change across the institution for LGBTQ students.