In this paper we examine how those who design and facilitate LGBTQ+ social justice educational interventions (SJEIs), commonly known as Safe Zone or Ally Workshops, as part of their institutional role described the content and outcomes of those workshops. We provide insights about types, components, and approaches of these LGBTQ+ SJEIs. Then, using critical social justice education pedagogy and frameworks, we explore how LGBTQ+ SJEIs are insufficient to enact campus transformation and serve as an empty gesture that lacks commitment.