Climates inside and outside the classroom on community college campuses affect the sense of belonging for queer and trans students. The purpose of this interpretive inquiry was to understand how LGBTQ+ community college students described their sense of belonging at their respective institutions. Drawing upon Strayhorn's (2019) sense of belonging theory, this study sought to identify assets, strategies, and strengths employed on community college campuses that affirmed LGBTQ+ students' identities and contributed positively to their sense of belonging. Twelve LGBTQ-identifying full-time community college students who already completed at least 12 in-person credits at their institutions, and who were involved on their community college campuses at the time of the study, were interviewed. Data analysis revealed that climates and interpersonal experiences inside and outside the classroom that cultivated authenticity for LGBTQ+ students to express themselves and live their truths safely and securely, without judgment or shame, positively contributed to their sense of belonging. Affirming faculty provided a sense of acceptance, care, comfort, connectedness, inclusion, positivity, relief, respect, and safety in the classroom and when engaging with students outside the classroom, including queer and trans pedagogy in the curriculum and creating and distributing diversity, equity, and inclusion-based syllabi. In cocurricular spaces, programming, an on-campus LGBTQ+ club, LGBTQ+-specific campus and community resources, and affirming interpersonal experiences with administrators and staff positively contributed to queer and trans students' sense of belonging. Feeling accepted, supported, safe, comfortable, connected, included, or welcomed among their peers also positively contributed to queer and trans students' sense of belonging at their institutions. The entire college community must cultivate queer and trans-affirming climates for students. Findings from this study identified best practices for administrators, faculty, staff, and students to employ at their respective institutions, inside and outside the classroom, and organizationally to contribute positively to LGBTQ+ community college students' sense of belonging. [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.]