The present study measured factors that influence the representation of LGBTQ+ materials in New York State (NYS) school library collections. The existing body of literature has shown the importance of providing inclusive curricula for LGBTQ+ youth in schools to help decrease negative outcomes. This study surveyed school librarians to assess the predictive value of personal demographics, school factors, and potential promotion or detraction factors (e.g., administrative or community support, budgetary sufficiency, or experience of challenges) in the representation of LGBTQ+ materials in school library collections. Participants were asked to rate the representativeness of their collections of LGBTQ+ materials and racially or ethnically diverse materials as a comparison group. It was hypothesized that librarian factors (e.g., liberal political leaning) and school factors (e.g., larger school size) would be associated with greater representation. Additionally, it was hypothesized that LGBTQ+ representation could be predicted by the presence of promotion factors, greater inclusivity behaviors, and the formalization of collection development policies. Findings indicated that budgetary sufficiency was the most significant factor in predicting greater LGBTQ+ representation in school libraries, while specific librarian or school factors had minimal influence on representation. While previous research has found that certain librarian and school factors are important in promoting representative collections, the current study identified that they are less predictive of LGBTQ+ representation than a substantial and sufficient library budget. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]