Heightened awareness and attention to campus diversity and racial climates are evident in higher education by increased student activism and social movements in reaction to perceptions of adverse and unwelcoming campus environments (Biemiller, 2018; Whitford, 2019). There is growing attention to how students perceive belonging and mattering on campus. While belonging is not a new issue in higher education (see Strayhorn, 2012), it is increasingly becoming a critical topic for colleges and universities when considering enrolling, retaining, and graduating minority students. Belonging has been consistently linked to persistence, retention, and other academic outcomes (Hurtado & Carter, 1997; Pascarella & Terenzini, 2005; Strayhorn, 2012). Prior studies have largely presented the antecedents and predictors of sense of belonging. There is limited knowledge about the inputs or collegiate experiences that impact this construct. Arguably, much of the prior discussions about campus diversity climate and its effect on students has predominately focused on race and ethnicity. Research has shown that generally campus climate is positively linked to sense of belonging, especially for racial minority students (Hurtado & Carter, 1997; Hurtado et al., 1998). Researchers on sense of belonging, mattering, respect, and the campus diversity climate should also attend to other student populations on college campuses, including students who identify as lesbian, gay, bisexual, transgender and queer (LGBTQ; Vaccaro & Newman, 2016). The purpose of this study was to explore the relationship between LGBTQ students' perceptions of the campus diversity climate and their sense of belonging.