There is a paucity of research on the experiences of rural school counselors' advocacy for and with marginalized students. Specifically, rural school counselors' advocacy experiences for and with students who identify as LGBTQ+ are not well known. The advocacy experiences of rural school counselors for all marginalized students are exigent, yet this study focuses on the particular phenomenon of rural school counselors' advocacy experiences for and with LGBTQ+ students. The researcher uses an interpretative phenomenological analysis design to explore the lived experiences of rural school counselors' advocacy for and with LGBTQ+ students and how they make sense of these experiences. Data was gathered through semi-structured interviews with eight participants. The research provides critical insight into the experiences of rural school counselors advocacy for and with LGBTQ+ students, situated within a social constructivist and Theory of Planned Behavior (TPB) framework. Data analysis revealed seven group experiential themes: resources are crucial, becoming an advocate, advocacy in action, change doesn't happen unless you push back, building the plane while flying, education brings awareness, and rocking the boat. Implications are discussed for the fields of school counseling and counselor education to assist in impacting LGBTQ+ students' ability to thrive in rural schools. [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.]