The study explores how middle schools in Bergen County, New Jersey adapted their social studies curricula to include representation of LGBTQ persons, outlined by Chapter 35 of Title 18A:"35-4.35," in their curriculum, and investigated examples of lessons said to include examples of the mandate. This study sought to understand the impact of the mandate and districts' success in creating equal representation in their social studies curriculum. The study juxtaposed findings against Banks' Multicultural Education Framework, gauging the depth of multicultural inclusivity in each district and sheds light on the challenges and opportunities associated with the implementation of the LGBTQ mandate in New Jersey schools. Despite obstacles, educators demonstrated commitment and resourcefulness in fostering inclusivity and visibility for marginalized groups. Three main conclusions were drawn from the study: the necessity for teacher and curriculum leader preparation, the importance of sufficient time for implementation, and the requirement for adequate resources. Professional development emerged as vital for educators to understand and effectively integrate LGBTQ content into the curriculum. Recommendations for future mandate implementations arose from this study, with important implications for inclusivity. [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.]