Lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons are largely invisible in historically Black post-secondary education research and discourse. To this end, LGBTQ students attending historically Black colleges and universities (HBCUs) are often ignored and their voices are silenced, thus impacting their feelings of marginality and mattering. Furthermore, studies report that LGBTQ students perceive HBCUs as unfriendly towards LGBTQ persons due to religiosity and their heteronormative climates. This qualitative study explores the social experiences of LGBTQ students enrolled at Elizabeth City State University, a historically Black institution. The focus of this study is to hear and use the stories of the sample population to inform an intervention strategy aimed to improve the campus culture for LGBTQ students. In this qualitative study, I worked with self-disclosing LGBTQ students at one HBCU in northeastern, North Carolina to understand and improve their social experiences on the campus. Through this narrative inquiry, the participants' stories were collected and analyzed. Data analysis revealed three overarching themes: (1) Daring to Come Out, (2) Cultural Challenges to Acceptance, and (3) Unwelcoming Campus Culture for LGBTQ students. This information was utilized to develop and implement a campus-based initiative. Implications and recommendations for future research are included at the end of the study. [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.]