Despite increases in institutional supports for queer-spectrum college students over the past 20 years (Garvey et al., 2017; Pryor, 2018), this population -- which includes gay/queer cisgender men -- still perceives campuses to be less safe and welcoming than their straight peers (Greathouse et al., 2018; Pryor, 2018). Additionally, gay/queer cisgender men are virtually invisible to college administrators studying retention, persistence, and graduation (RPG) rates for this population (Garvey, 2020). These men are at risk for dropping out because of the obstacles they face, though many persist and graduate despite barriers and a negative campus environment. Validation, as discussed by Laura Rendon (1994), is key in supporting RPG for gay/queer cisgender men, yet research on the experiences of this student group related to validation is sparse. The purpose of this qualitative study was to understand where and how gay/queer cisgender men experienced validation on campus as well as how they overcame any challenges they may have faced because of their sexual identity. With social constructivism serving as the research paradigm and narrative inquiry as its research design, Rendon's (1994) validation theory served as the primary theoretical framework for this study. Additionally, Bronfenbrenner's (1995) human ecology theory aided as a secondary framework to connect proxies within the campus environment to validating experiences. Data was collected using semi-structured interviews and organized into themes within and across the participant narratives ultimately constructed. The research findings uncovered that the men found validation from faculty, peers, participation in queer-friendly student organizations, and institutional supports such as LGBTQ resource centers and Safe Zone programs. Conversely, the men found invalidation primarily from the general student body, organizations they perceived as unwelcoming toward LGBTQ students, and campus spaces they found to be hyper-masculine, such as the stadium, rec center, Greek Row, and residence halls. Recommendations are included to provide university faculty and staff with insight into how to better serve and meet the needs of this student population in order to support their retention, persistence, and path to graduation, keeping in mind that no student population is homogeneous and not all students experience validation similarly. [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.]