Anchored in intersectionality theory and minority stress theory, this study examined campus climate and sense of belonging for 77,997 undergraduates at 49 North American higher education institutions. This study was guided by three research questions: (Q1) What is the relationship between undergraduate students' sense of belonging outcomes and their sexual and gender identities, (Q2) For LGBQ and GE students, are there differences in sense of belonging for LGBQ students, GE students, and students with intersectional LGBQ and GE identities, and (Q3) Do the compounding effects of intersectional sexual and gender identities influence whether LGBTQ+ undergraduate students seriously consider leaving their college or university? Findings highlighted the sense of belonging and persistence related to LGBQ identities, gender expansive identities, and the intersection of both. Recommendations and best practices are discussed, including the role of sense of belonging ambassadors and core state strategies to increase sense of belonging and persistence.