Gay, lesbian, bisexual, and transgender (GLBT) students experience harassment, alienation, and violence in schools. Several school-based interventions have been suggested to provide a safe and effective learning environment for these students, but few have been evaluated or investigated experimentally. This review utilizes A. K. Ellis' (2001) model to review the research on school-based interventions for GLBT youth at the levels of theory, applied investigation, and widespread implementation. Results suggest that, although the research base for psychological needs of GLBT youth is well established, applied investigation of small- and large-scale implementation is in the early stages.