Researchers suggest that supportive school personnel may decrease some of the challenges encountered by lesbian, gay, bisexual, and transgender (LGBT) youth in schools (Russell, Seif, & Truong, 2001); however, little is known about the approaches used by school-based advocates for LGBT youth. This exploratory study investigated the strategies used by gay-straight alliance advisers when advocating for LGBT youth in schools. The qualitative data were analyzed using grounded theory (Glaser & Strauss, 1967). The findings suggested that advisers implemented a range of advocacy strategies, which differed depending upon the content of the LGBT-related comments and/or situations. Results are discussed in relation to prior literature and implications for school psychologists. (Contains 1 figure.)