This qualitative case study explored the LGBTQ+ allyship affiliations of 16 participants, and their motivations for giving within a higher education and state-funded institution setting. The study utilized a primary theoretical framework, identity-based motivation, and two secondary frameworks, philanthropic mirroring, and identity-based philanthropy. All of the participants self-identified as heterosexual and cisgender, and had previously provided donations to LGBTQ+ specific campus programs and student initiatives. Participants were interviewed in one-on-one interviews that were recorded and transcribed. Three rounds of line-by-line coding were conducted that revealed inductive codes garnered from the participants' interviews which revealed overall themes. This research study uncovered the reasons why heterosexual and cisgender people align themselves as LGBTQ+ allies on behalf of the LGBTQ+ community. The primary reason was relational due to having a family member or close friend identity as LGBTQ+. The secondary reason was found to be in the aspects of supporting social justice and equality for all. Participants' responses revealed their LGBTQ+ allyship was an integral part of their personal and professional identities. The study also found that donors' personal and professional relationships with the professional fundraiser were the primary reason for them making a gift. The secondary reason was the giving category itself, or in this case, an LGBTQ+ specific campus program or student initiative. This study provides emerging scholarship to overall philanthropy, and especially within the higher education philanthropy profession. These findings will be useful for providing a foundation of understanding on which to build existing allyship affiliations. These include donor cultivation and stewardship, combined with appeals, branding, and messaging to LGBTQ+ alumnx and allies. This study's findings might enhance existing donor motivations in order to increase private support for higher education, especially to LGBTQ+ campus programs and student initiatives. Lacking an existing LGBTQ+ allyship theoretical framework, findings from this study facilitate the formation of a new theoretical framework: allyship-based motivation. This framework's concept posits that one's allyship toward causes oriented around diversity, equity, and inclusion, is an integral component of their being and self-identity. Collectively, these findings and new theoretical framework could be utilized to uncover additional opportunities for fundraising within higher education. [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.]