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This qualitative study explored the experiences and perspectives of eight school counselors who attended a lesbian, gay, bisexual, transgender, and queer (LGBTQ)–related professional development event at a Midwestern University. The researchers identified three themes: (a) commitment and motivation, (b) learning from and connecting with others, and (c) critical takeaways. This article outlines implications for practice and future research regarding how school counselors can become more intentionally engaged in LGBTQ-inclusive professional development activities.

encouragement throughout the process. Thank you Dr. David Duys for serving as my co-chair and providing insight, giving honest feedback, and pushing me to understand the statistical analysis. To Dr. Jacob Priest, thank you for helping me with the statistical analysis and celebrating with me when I found significant variables. Thank you Dr. Carol Smith for helping to distribute calls for participants and encouraging me throughout data collection process. Thank you Dr. Gerta Bardhoshi for pushing my initial idea and helping me to develop a richer overall study. I would like to thank my parents, Mike & Joanne, for believing in me, encouraging me, and supporting this dream and vision of mine. I could not have done this without you and I appreciate your love and support more than you will ever know. I would also like to thank my in-laws for helping and encouraging throughout the last four years. Finally, to my tribe…you are so important to me! Thank you for all you did for Erin, Meyer, and I that made this road a little easier to travel.

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This study examined how demographic variables and the school counselor–principal alliance influenced school counselors’ advocacy for LGBTQ students as measured by the Lesbian, Gay, Bisexual Active Advocacy Scale-Revised (LGBAAS-R). We surveyed 169 practicing school counselors with at least one year of experience in their current building and working with their current principal. Results indicate that the participant’s sexual orientation, engagement with professional development, presence of a Gender and Sexuality Alliance (GSA), the state in which they work, perception of a welcoming environment, years worked with the principal, and perception of a collaborative relationship with the principal were significant predictors of advocacy activity. Through advocacy, school counselors can build social capital in LGBTQ students, yet school counselors’ own identity and relationships with principals can influence their ability to engage in advocacy. Note: LGBTQ is intended to represent the diverse range of identities of gender and sexual orientation of individuals.