Queer students have been notably absent in qualitative studies involving historically White fraternities (HWFs). To address this gap and work toward a more inclusive representation of diverse identities within HWFs, it is essential to understand the challenges and opportunities that impact the experiences of current Queer members within these social structures. Consequently, this dissertation aimed to investigate the experiences of Gay and Bisexual members in HWFs and assess the progress made in accepting and including members whose identities extend beyond the hegemonic masculine norm. This study places particular emphasis on how Gay and Bisexual members derive meaning from their experiences within HWFs and how these experiences contribute to their understanding of their own identity. The study is underpinned by two theoretical frameworks, including gender order theory, which examines the various forms of oppression faced by all, and inclusive masculinity theory, which argues that embracing diverse forms of masculinity promotes healthier relationships. While employing narrative inquiry with a critical epistemological approach, I recruited each participant to join in one to two individual semi-structured interviews. In these interviews, they shared their experiences in their fraternity chapters at a Southern research-intensive institution and connected these experiences with their perceptions of fraternity culture, homophobia, and masculinity. Seeking to answer if Gay and Bisexual students join HWFs, why, if fraternity environments influence identity formation, and how fraternity membership informs ideas of masculinity, I discovered four key themes from the research data. These themes shed light on how participants navigate the homophobic and heteronormative structure of HWFs, how they shape their identities within HWFs, how these environments develop their multiple intersecting identities, and how Gay and Bisexual members in HWFs engage in performative masculinity. The implications of this research for future studies and higher education practice stress the importance of research, training, and assessment in matters concerning Queer students by professionals in fraternity and sorority life. This approach aims to facilitate the inclusion of various identities within HWF communities. [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.]