LGBTQ+ youth make up a significant portion of the United States student population (Conron, 2020). A sense of belonging for middle school students is an essential indicator for academic achievement and positive motivational and health outcomes (Kosciw et al., 2020; Steiner et al., 2019), yet LGBTQ+ students experience less belonging than their heterosexual peers (Kosciw et al., 2016). This qualitative study interviewed 10 middle school counselors in one northern California county. Three research questions guided this study: (a) What are the perceptions of middle school counselors of their role in promoting LGBTQ+ students' sense of belonging on campus? (b) How do middle school counselors' identity and lived experience influence their ability and willingness to support LGBTQ+ students' sense of belonging? (c) What, if anything, do middle school counselors do to create affirming environments for LGBTQ+ students such that they feel a sense of belonging on school campuses? This study sought to explore how middle school counselors perceive their role in supporting LGBTQ+ students' sense of belonging and delineate the connection between their lived experience and their ability and willingness to support LGBTQ+ student belonging. Culminating findings suggest that middle school counselors have immense desire to provide students with belonging and affirmation at their schools. Empathy is derived from their personal identity and lived experience of varied adversity. School counselors also attempt to provide support despite a negative schoolwide culture due to hostile environments and lack of visibility. Despite barriers, school counselors provide safe spaces and advocate for their LGBTQ+ students. [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.]