Research points to how queer faculty are critical to queer student success, yet we know less about the faculty themselves and what supports or hinders their flourishing within the academy. Confounding the limitations within the scholarship on queer faculty are two important realities. First is the changing tide in the socio-political climate for LGBTQ people, including their visibility, public support, and rights. Second is the reality that campus climate research for queer faculty, staff, and students is aging, particularly considering the changing national climate for LGBTQ people. Without updates to existing research, those in higher education responsible for supporting the success of queer faculty either do so without empirical evidence to guide their work or with evidence that may be outdated. Additionally, as college campuses seek to foster diverse student bodies, they will need a diverse faculty body to serve the needs of future students. Research indicates that current teens (i.e., potential future collegegoers) identify as LGBTQ at higher rates than ever before. This qualitative study uses queer phenomenology to examine the experiences of nine gay men faculty at Midwestern liberal arts colleges. Data were collected through a personally drawn relationship map from each participant and the transcripts of an in-depth, one-on-one interview. I used an ecological framework to organize and categorize the participants' experiences into micro-, meso-, and macro-systems. Subsequently, I called upon elements of queer theory to interpret those experiences. From the data, I identified four themes that indicate gay men faculty experience feelings of support, belonging, and marginalization: (a) strong collegial relationships provide a source of connection, (b) interactions with students are wide-ranging, (c) sense of belonging is limited in rural Midwestern areas, and (d) participants can feel hyper-visible because of their sexual orientation. Findings reveal that ecological systems are a complex web of people, places, and contexts influencing gay faculty experiences. The stimuli from these varying ecological systems may be supportive of gay faculty men in ways that promote their authenticity, or they may be marginalizing forces rooted in heteronormativity that limit their ability to flourish. This study provides ways that higher education scholars and leaders can independently and collectively work to improve campus climates for their LGBTQ colleagues so that they can flourish and continue to influence student success. [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.]