The difficulties that lesbian, gay, bisexual, and/or queer (LGBQ) students face on college campuses often keeps them from feeling safe. This lack of safety hinders them from resolving higher level needs, including a sense of belonging. A specific challenge for LGBQ students which has been linked to negative outcomes is the consistent exposure to heterosexism, such as microaggressions. Microaggressions targeting LGBQ students' sexual identities can hinder both their overall and sexual identity development. The purpose of this study was to determine the relationship between the perception of being targeted by sexual orientation microaggressions in the residential environment, sense of belonging, and individual sexual identity among LGBQ students. Findings highlight the role of interpersonal and environmental microaggressions as negative predictors of sense of belonging. Additionally, in the current study sexual identity development was found not to moderate the relationship between microaggressions and sense of belonging. This study adds to the scholarship on these topics and overviews a connection between microaggressions and student outcomes, namely sense of belonging. Considering these findings along with recommendations for practice and research, institutions and scholars alike can help cultivate environments where all students, including those who identify as LGBQ, belong. [Discussion questions developed by E. Zach Helms and Emily Markovich.]