Campus climate can strongly affect the experiences of collegiate students who identify as part of the LGBTQ+ community. Using person-centered methodologies and thriving as methodological and conceptual lenses, we created groups of institutions based on perceptions of climate to illustrate differences in LGBTQ+ student engagement using data from the National Survey of Student Engagement. By examining differences in how LGBTQ+ students engage in effective educational practices at institutions where students have more positive or more negative perceptions of climate, we can see how the environment relates to student behaviors. We additionally focus on outcomes for students with varied identities within the LGBTQ+ community across gender identity and sexual orientation. We found a strong positive relationship between perceptions of climate and engagement, and we suggest that institutions put forth efforts to improve campus climate as well as engagement by working on areas of overlap in these two concepts--interpersonal and academic interactions. We additionally found that more visible identities within the LGBTQ+ community tend to feel more supported compared to less visible identities (asexual, demigender, etc.), indicating a need for institutions to educate students, faculty, and staff about the variety of identities within the LGBTQ+ community.