Lesbian, gay, bisexual, transgender, queer, and similar identities (LGBTQ+) resource centers on college campuses provide services, resources, programming, and advocacy focused on gender and sexuality, especially minoritized genders and sexualities. As center staff enact this work at the individual and organizational levels, LGBTQ+ centers seek to promote students' thriving, especially among students with minoritized genders and sexualities. Although students are the animating reason for LGBTQ+ centers' existence, relatively little is known about how students experience and conceptualize campus LGBTQ+ resource centers. The purpose of this study was to understand LGBTQ+ resource centers from students' perspectives. Guided by a critical adaptation of an ecological model of development (Bronfenbrenner, 1993; Renn & Arnold, 2003), I undertook a qualitative study drawing on interviews with 15 students who felt in some way connected to their campus LGBTQ+ center. I also included data from observations and publicly available center documents. The participants were all current students at a Midwestern university where the LGBTQ+ center had at least one full-time staff member and a clear commitment to social justice. The campus LGBTQ+ center often served as an important force in students' ecosystems. Students' ecosystems reflected common elements of university education (e.g., classes, student organizations, and friends), LGBTQ+ campus spaces, families and communities of origin, as well as broader forces including U.S. politics, the COVID-19 pandemic, and a number of oppressive systems. In the midst of highly variable, often unsupportive, and sometimes hostile contexts, students found support and guidance through their LGBTQ+ center. Students experienced their center in five major ways: physical space, source of relationships, organizational navigation and tools, virtual presence, and symbol of institutional commitment. Students emphasized and interacted with each of these aspects in accordance with their needs as they navigated their academic pursuits and daily lives in the face of racism, cissexism, heterosexism, and a host of other oppressive forces. Ultimately, students' experiences with their campus LGBTQ+ center were frequently a means of survival and a boost towards students thriving on campus and in their lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]