LGBTGEQIAP+ people experience mental health distress at higher rates than cisgender heterosexual people, which can be connected to added layers of stress due to patterns of negative treatment on the basis of their identities (Meyer, 2003). LGBTGEQIAP+ community college students are at especially high risk for experiencing challenges, psychologically, socially, and academically compared to cisgender heterosexual students. This dissertation explores LGBTGEQIAP+ campus climate and on-campus resource utilization as potential contributors to psychological well-being, instead of distress, which encompasses different dimensions of positive mental functioning (Ryff, 1989a). Survey data from 103 LGBTGEQIAP+ community college students was used to analyze linear regression models. Results showed some evidence of connections between resource utilization and psychological well-being (RQ1) and significant associations between aspects of LGBTGEQIAP+ campus climate and psychological well-being (RQ2). Implications include the importance of community colleges addressing LGBTGEQIAP+ issues on campus directly, attending to concerns about safety on campus, and increasing the availability of LGBTGEQIAP+ specific supports on campus, with recommendations of how community college counselors can lead such efforts. Limitations and future directions are discussed. [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.]