The problem in this study was that nonmarginalized students continue to discriminate against marginalized students. The purpose of the study was to understand the experiences of marginalized and nonmarginalized students at nontraditional colleges regarding their views on discrimination, allyship opportunities, and the availability of resources on campus concerning the LGBTQ+ community. Queer theory and theories of belongingness were used as a theoretical lens. The research was conducted with 18 participants via virtual interviews and a questionnaire. Data were initially analyzed using NVivo and journal notes. The analysis methods used were thematic and narrative analysis. The key findings from the study were that trade schools had both a positive and a negative environment for LGBTQ+ students regarding discrimination; exclusion is the primary form of discrimination, which, along with acceptance, affects students' mental health. Findings also indicated allyship is important to students, but opportunities are often student-created. Lastly, while campuses have general student resources, there is still a demand for more LGBTQ+ -specific resources. The implications are that students exposed to and educated about LGBTQ+ issues are more accepting of those in the community; there is a need for more allyship opportunities for all students to have a sense of belonging; trade schools have fewer LGBTQ+ resources than traditional universities, and more would help garner an acceptance of marginalized students. Practice recommendations include offering diversity courses, creating allyship opportunities, making LGBTQ+ -specific resources, and promoting them to students. [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.]